Taking Your Place in the Professional Community · v Taking Your Place in the Professional...

Taking Your Place in theProfessional CommunityA Handbook for Beginning Teachers

Beginning Teachers Resources Advisory CommitteeShannon BergstromSutherland School

Jackie BouckLloydminster Comprehensive High School

Barbara DeWittVibank Regional School

Cheryl ErlandsonSaskatchewan Professional Development Unit

Ferrah GrahamPense School

Noreen Jeffrey (Writer)Saskatoon

Erica LongSt. Peter School

Heidi MacKayHague Elementary School

Bruce MellesmoenHepburn School

Jesse NokinskyHague Elementary School

Meaghan ReynoldsHoly Cross High School

Carol SarichSt. Luke School

Alan SharpGood Spirit School Division

Dion L. J. TootoosisCollege of Education, University of Saskatchewan

Guy WerbickiSt. Paul’s RCSSD

July 2016

Taking Your Place in the Professional Community

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Table of ContentsPreface ............................................................................................................................................ v

What Saskatchewan Teachers Believe In

Saskatchewan Teachers’ Federation: Vision, Mission, Values and Commitments ................................... 1

Commitment to Respectful Professional Relationships ........................................................................ 6

Your Role on the Team ................................................................................................................. 7

Various Team Members ............................................................................................................... 9

Professional Learning Communities ............................................................................................ 10

Mentorship ............................................................................................................................... 11

Mentorship - The Benefits .......................................................................................................... 13

Relationships With Experienced Teachers .................................................................................... 16

Relationships With Other Beginning Teachers .............................................................................. 18

Commitment to Respectful Home and Community Relationships ........................................................ 22

How to Connect With the Home .................................................................................................. 23

Teacher Suggestions on Home Connections ................................................................................ 24

Access, Custody or Potential Abuse Concerns ............................................................................. 25

Commitment to Social Justice, Inclusion and Equity ........................................................................... 28

On Social Justice, Inclusion and Equity ........................................................................................ 29

Support for First Nations, Inuit and Métis Students ...................................................................... 31

Support for English as an Additional Language ............................................................................ 32

Adapting Practices to Meet Diverse Student Needs ...................................................................... 34

Differentiation and Modification .................................................................................................. 36

School-Based Supports ............................................................................................................. 39

Outside Supports ...................................................................................................................... 41

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Commitment to Examined Practice .................................................................................................. 46

Planning With Saskatchewan Curricula ........................................................................................ 47

Instructional Decision-Making...................................................................................................... 54

A Repertoire of Instructional Practices ........................................................................................ 56

Aspects of Instructional Planning ................................................................................................ 58

Online Resource Suggestions ..................................................................................................... 63

Commitment to Holding Assessment as a Critical Aspect of Examined Practice ................................... 66

Research-Based Assessment Principles and Practices ................................................................. 69

Some Important Grading/Reporting Guidelines ............................................................................ 72

Commitment to Being a Professional ............................................................................................... 76

Supporting Teacher Success ...................................................................................................... 77

Professional Relationships ......................................................................................................... 79

Teacher Professionalism ............................................................................................................ 80

Teacher Supervision and Evaluation ............................................................................................ 81

Professional Growth .................................................................................................................. 84

What a Professional Growth Plan Can Do for You ......................................................................... 85

Where to Look for Professional Guidance and Support ................................................................. 86

Professional Standards and Discipline ........................................................................................ 89

Concerns Regarding Professionalism .......................................................................................... 90

Federation Programs and Services ............................................................................................. 91

Other Considerations About Professionalism ............................................................................... 93

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What Saskatchewan Teachers Do

School Rhythms and Routines: What Happens When? ..................................................................... 100

Life Balance: What About My Needs? ............................................................................................. 120

Classroom Management: How Do I Create Community? ................................................................... 130

Planning for Progress Reporting: How to Communicate Student Learning .......................................... 140

Reflecting on Practice: How Do I Improve My Instruction? ................................................................ 150

Appendices ...................................................................................................................................159

Appendix A: Teacher Needs Assessment ................................................................................... 159

Appendix B: Sample Letter of Introduction ................................................................................. 160

Appendix C: Student Profile Questionnaire ................................................................................. 161

Appendix D: Substitute Information .......................................................................................... 162

Appendix E: Tips for Starting Out .............................................................................................. 165

Appendix F: Glossary of Acronyms ............................................................................................ 168

Appendix G: Physical Layout of Your Classroom ......................................................................... 169

Appendix H: Classroom Management ........................................................................................ 171

Appendix I: Student Self-Evaluation (complete these stems) ....................................................... 172

Appendix J: Student Self-Evaluation (placemat) .......................................................................... 173

Appendix K: Making the Most of Your Three-Way Conference ....................................................... 174

Appendix L: Professional Growth Networks Free Membership Offer for Beginning Teachers ........... 175

References ............................................................................................................................. 176

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PrefaceThis handbook is divided into two main sections.

• The first section, What Saskatchewan Teachers Believe In, is anexamination of what it means to be a professional educator teachingin the province of Saskatchewan.

• The second section, What Saskatchewan Teachers Do, is intended tohelp you to navigate your early days in the classroom and to addresssome of the common concerns experienced by beginning teachers.

You will find relevant resource suggestions throughout the manual.

The Journey Begins:

As an educator, you provide a tremendous service to society. The future ofany civilization relies on the knowledge, skills and application of thatknowledge and those skills to improving the human condition. Education iscentral to life and to our survival as a civilization.

Gentzler (2005)

Choose a job you love, and you will never have to worka day in your life.

Confucius

What Saskatchewan Teachers Believe In

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Saskatchewan Teachers’ Federation: Vision, Mission, Values and Commitments | 1


Saskatchewan Teachers’ Federation: Vision, Mission, Values and CommitmentsCongratulations! You are beginning a career that isone of the most rewarding, challenging, fulfilling,purposeful, busy and FUN possible. Up until nowmost of your professional preparation has fit withinsomeone else’s view of what you needed to know tobe a practitioner; now you are getting ready to setout on your own journey. You may be wondering aboutthe landscape that surrounds you, the roads you willgo down, and the possible signposts, curves, detoursand roadblocks you may encounter. There are manysupporters who are eager to help you as you set outon your personal road trip so that you do not need tofeel you are on this journey by yourself.

Every new teacher has a different point of departureand a different destination in mind when the journeybegins, but there are many similar experiences alongthe way. The Saskatchewan Teachers’ Federation ishere to assist you in your journey. This handbook isone of the many supports that the Federationprovides to help you navigate your early days in theclassroom and to guide you on your way.

The Saskatchewan Teachers’ Federation is committed to provide a publiceducation that serves a common good that is beneficial to all of society,not just the students currently enrolled. Schools are a source of communityand provincial pride which contribute greatly to the quality of all our lives.

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Commitments

Your professional organization, the SaskatchewanTeachers’ Federation, is committed to an expansive,holistic vision for teaching and learning inSaskatchewan that is articulated by its vision,mission and values and a set of commitments for theprofession.

The identified commitments fall into four broad,interrelated themes – social justice, inclusion andequity; respectful relationships; professionalresponsibility; and professional stewardship. Asleaders in classrooms and communities acrossSaskatchewan, we believe in promoting anddemonstrating these commitments to the well-beingof students, creating a just society and elevating thestatus of our profession. Throughout this handbookyou will see direct reference to these commitmentsand the ways in which they can be realized throughyour classroom practice. The Federation is here tosupport you in the actualization of these commitmentsas you begin your professional journey, as well asthroughout your career.


We are caring.

Nurturing students’ well�being andpotential and instilling a passion forlearning is our calling. We value andpractice compassion, acceptance andinclusivity.

We are welcoming.

Connecting with people and buildingstrong and enduring relationships isour pride and purpose. We value andinvite participation, collaboration andcollegiality.

We are respectful.

Honouring diversity and creating asense of safety, openness andbelonging is our responsibility. Wevalue and model ethical behaviour,integrity and civility.

We are learners.

Listening to people share their uniqueexperiences and perspectives informsour service and advocacy. We valueand encourage evidence-baseddecision-making, balance of viewpointand objectivity.

We are teachers.

Empowering others to make informeddecisions is our duty. Researching andsharing information is one part of thetransformational work of teaching. Wevalue and promote knowledge,freedom of thought and creativity.

We are professionals.

Fulfilling commitments and puttingstudent needs first is informed by ourprofessional knowledge, judgment andexperience, and is the foundation ofthe public’s trust in our profession. Wevalue and lead through fairness,openness and honesty.

OUR VISIONA strong collective professional voice for Saskatchewan teachers and qualitypublicly funded public education for the benefit of all students and society.

OUR MISSIONInspiring and supporting teaching and learning excellence in public education.

OUR VALUES

2 | Saskatchewan Teachers’ Federation: Vision, Mission, Values and Commitments


OUR COMMITMENTSSocial Justice, Inclusion and EquityA commitment to provide a public education that:

• Recognizes and respects every child or youth’sdiversity, enriches their character and preparesthem for life’s opportunities and challenges.

• Is based on a student-centred, broadly basedunderstanding of education that prepareschildren and youth to become confident,creative and caring individuals while gainingvaluable experience and knowledge to fuelfuture endeavours.

• Is accessible and equitable for all children andyouth, regardless of their circumstances orlearning potential.

• Serves a common good that is beneficial to allof society, not just to the students currentlyenrolled. Schools are a source of communityand provincial pride which greatly contribute tothe quality of all our lives.

Respectful RelationshipsA commitment to model positive values, practicesand relationships that:

• Honour the dignity and roles of all individualsin the educational community and elevate thestatus of the teaching profession.

• Create a uniquely Saskatchewan experience inpublic education marked by a co-operativespirit and healthy relationships.

• Strengthen relationships with parents,communities, colleagues, employers andgovernment in order to support student andteacher success.

Professional ResponsibilityA commitment to engage in exemplary practices that:

• Demonstrate high standards of care, conductand competence to ensure the well-being andgrowth of all children and youth.

• Create classroom and school cultures, whichrespect individual diversity, create a sense ofbelonging, and promote intellectual freedomand sharing by all.

• Exercise professional autonomy and agencyfocused on authenticated teaching and learningactivities with students.

• Adapt and evolve through reflection, lifelonglearning and collegiality.

Professional StewardshipA commitment to act on shared understandings andagreements that:

• Support student and teacher success byaddressing a wide range of issues and needsregarding teacher professionalism and thequality of education.

• Assure public confidence and trust inprofessionally led systems and standards ofteacher conduct and competence.

• Ensure all teachers have working conditionsand professional opportunities that will attract,nurture and retain individuals who arecommitted to providing high-quality publicservice.

Saskatchewan Teachers’ Federation: Vision, Mission, Values and Commitments | 3

Commitment to RespectfulProfessional Relationships

A s a teacher you are constantly surrounded by people, but it takes time and conscious

choice to ensure that some of those people are your teacher colleagues. Research shows

that making professional connections is one of the most important activities you can engage in

at the beginning of your career. This will prevent you from becoming isolated and provides the

opportunity to discuss ideas or issues of concern with colleagues. Always remember that

excellent teachers do not work alone.

Commitment to Respectful Professional Relationships | 7


Harry Wong (2004) writes that being part of a professional learningcommunity based on quality professional relationships is a significantfactor in the retention of beginning teachers. The theory of individualprofessional growth has been replaced with the conviction thatprofessional development, aimed at collegial teams working andlearning together within the school setting, has overwhelming benefitsfor all concerned. Collegial interchange, not isolation, should be thenorm for teachers.

You are now part of a team where everyone is expected to makecontributions. As a recent graduate, you are someone whose knowledgeis current and valid. While you may be reluctant to contribute toprofessional exchanges, beginning teachers are usually regarded as refreshing additions to the school culture. In Principals Cultivate Support to Nurture New Teachers (2008), Richardson states “. . . their energy and commitment can be a real shot in the arm for agrade-level team or an entire school” (p. 7). Recognize that yourenthusiasm and innovative ideas can benefit everyone.

Your Role on the Team

Saskatchewan teachers’ commitment to professionalresponsibility is reflected when we engage in exemplarypractices that adapt and evolve through collegiality.

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8 | Commitment to Respectful Professional Relationships


Don’t hesitate to ask other teachers for assistance. Article 4 of theFederation’s Code of Ethics states that it is the professional duty ofexperienced teachers to assist new members of the profession. It isboth reasonable and appropriate to ask about resources and materials.It is equally true that you might be asked to share your good ideas. Allteachers, new and experienced, are encouraged to work together in orderto develop and share information and resources that support teachingand learning.

One valuable piece of advice to remember as you start out in yourcareer is to “hang out” with the people that you want to become. InBreaux and Whittaker’s Seven Simple Secrets: What the Best TeachersKnow and Do! (2006), the assertion is made that one of the main thingsseparating the not-so-good teachers from the good teachers from thegreat teachers is, simply, attitude. Positive, effective teachers make adifference in the profession and you can benefit from being in theircompany. Conversely, being around negative people is never likely tohave a positive impact. Seven Simple Secrets sums it up in the followingverse, “Always do what the professional does and stay away from thenegative buzz” (p. 66).

New employees in every field need to navigate the landscape in whichthey find themselves. Beyond learning how to relate to students in yourclassroom, as an educator, you must also learn how to managerelationships with your colleagues. Developing effective relationships withother adults at school is a crucial part of each new teacher’s first year.

It is a professional responsibility to create classroom andschool cultures that promote intellectual freedom and sharing by all.

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Various Team Members Within a school setting there may be a number of professionals andparaprofessionals whose main function is to meet student needs andcomplement the work of the classroom teacher. These include speechpathologists, psychologists, health-care providers, social workers,educational assistants, etc. Teachers may, for example, give direction,consult or collaborate with these individuals, depending on the natureof their respective roles and responsibilities or particular situationalfactors. Effective working relationships among teachers and non-teaching personnel are essential if students’ best interests and thegoals of education are to be met, so make sure you ask your principaland/or mentor about the role of each of these people. Teachers mayassume that everyone is aware of the functions of non-teachingpersonnel, so if you don’t know, please ask. You may also want to readthe publication, Effective Working Relationships With Non-TeachingPersonnel in Schools (2005) on the Federation website, www.stf.sk.ca,which sets out direction and core principles for working with non-teaching employees.

Norms for teacher-support staff

• Commitment to meet students’ diverse needs.

• Focus on student safety and well-being.

• Understanding about appropriate roles, responsibilitiesand expectations.

• Clear and timely communications.

• Appropriate sharing of information.

• Appropriate teacher behaviour during non-teachingstaff’s bargaining and job action.

Saskatchewan teachersbelieve in honouring thedignity and roles of allindividuals in the educationalcommunity and strengtheningrelationships with colleaguesin order to support sharedstudent and teacher success.

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In educational circles, the term “professionallearning community” has become wide spread. Theprofessional learning community is seen as a power -ful staff development approach and an effectivestrategy for school change and improve ment. Centralto the professional learning community is theconcept that knowledge is situated in the day-to-dayexperiences of teachers and is best understoodthrough critical reflection with others who share thesame experiences (Haar, 2003; Vescio, Ross andAdams, 2008; Hord and Tobia, 2011).

For some time, educational researchers have beenhighlighting the need to consider teachers’ workplacefactors when discussing effective teaching practice.The research is demonstrating that teachers whofeel supported in their own ongoing learning andclassroom practice are more committed and effectivethan those who did not receive such confirmation.Support by means of teacher networks, co-operationamong colleagues and expanded professional rolesincrease teacher efficacy in meeting students’needs. Research indicates that teachers with a highsense of their own efficacy are more likely to adoptnew classroom behaviours and are also more likelyto stay in the profession (Peters and Pearce, 2011;Supovitz and Christman, 2005). Schmoker (2004)writes that the most promising practice for sustained,substantive school improvement is building thecapacity for school personnel to function as aprofessional learning community.

There is a positive difference to the school cultureand subsequently to student and teacher learningwhen teachers have the opportunities to:

• Engage in concrete and precise talk about theirpractice in relation to student learning.

• Explore best instructional practices together.

• Collaborate.

• Engage in focused inquiry.

• Celebrate student and staff successes.

Professional learning communities can take variousconfigurations. In a small school all staff memberscould form one community, possibly with a focus ona school or a division goal. In other situations theymay be grade-alike communities, interdisciplinaryteams, or subject-focused groupings.

Engaging in these professional learning communitiescan increase your professional knowledge, add toyour tools and strategies, and subsequently enhanceyour students’ learning. In a well-functioningprofessional learning community, you will be sur -rounded and supported by a professional culture thatfocuses on constructive learning. Remember again,you are an integral part of this community and, assuch, are expected to play a contributing role.

Professional Learning Communities



One special form of collegiality that you may be involved in ismentorship. What exactly do mentors do? This is a question askedrepeatedly by beginning teachers and mentors alike. One of the mainobjectives of mentorship, is to support and enhance a vision ofprofessionalism. In a mentorship you and a partner (usually anexperienced teacher in a similar context or situation) work on tasks thatare important to you as you develop your professional abilities.Mentorship is increasingly being acknowledged as a critical piece in anybeginning teacher induction. It is removed from any supervision orperformance appraisals aspect.

Mentors serve various roles, such as:

• Assisting with orientation (tours, explanations of procedures, etc.).

• Providing opportunities for observation of lessons taught byexperienced teachers.

• Working with beginning teachers in the classroom and discussinglessons afterwards.

• Identifying beginning teacher strengths and building on them.

• Sharing (or helping to develop) materials, examples of performanceassessments, resources, etc.

• Facilitating reflection through collecting classroom data andconferencing.

• Facilitating problem solving around issues of planning, managementand curriculum.

• Assisting the beginning teacher in understanding the norms of theschool, especially in areas of interpersonal communication, roles andresponsibilities, philosophy of discipline, etc.

• Listening.

• Modelling good professional practice.

• Demonstrating sensitivity towards the beginning teacher.

• Responding to the professional needs as identified by the beginningteacher: classroom management, questioning techniques, dealingwith parents, etc.

Mentorship



The mentor relationship has been identified (Blank and Kershaw, 2009;Villani, 2006; Lieberman, et al., 2012; Lipton and Wellman, 2003) as asignificant component of the induction program for beginning teachers.Mentorship can have positive benefits for all those involved – students,beginning teachers, experienced teachers, administrators and theprofessional teaching organization as a whole.

Did YouKnow?

Induction is a noun. It is the name given to a comprehen sive,coherent and sustained profes sional development processthat is organized by a school district to train, support andretain new teachers as they grow in understanding of teachingas a lifelong learning process.

Mentoring is most commonly used as a verb or adjectivebecause it describes what mentors do. A mentor is a personwhose basic function is to help a new teacher. Somebeginning teachers may have an assigned mentor, but mayalso have other informal mentors supporting their work indifferent areas. Mentoring is not induction; it is a componentof the induction process.



The support that you receive from your mentor shouldbe based on the needs that you identify. Possibly youdon’t know where to begin. You don’t know what youdon’t know. A needs assessment (see Appendix A)may provide clarity for you and your mentor as youinvestigate areas on which to focus.

A formal mentorship with release time and aschedule of regular meeting times is, of course, thepreferred method of mentoring, but if no suchframework exists, you would be well-advised to seekout those individuals who would be willing to supportyou. Too often beginning teachers hesitate to reachout for help, believing that people are just too busyfor them, or that asking for help is admitting they areexperiencing difficulty. People want you to succeed,but also may not feel comfortable offering advice andsupport without first receiving an invitation to do so.Consider that administrators and other experiencedteachers want to walk alongside you, but you mayfirst need to reach out your hand.

It is essential for you, as a beginning teacher, toobserve experienced master teachers in action. Bywatching your mentor(s) at work in the classroom,you can learn a great deal that can never be capturedin a textbook.

Classroom observation describes the practice ofsitting in on another teacher’s class to observe, learnand reflect. Various aspects of the class can beexamined, such as routines, use of time, schedule,

participation, teaching strategies, managementstrategies, learner interest and much more. Ateacher will naturally look for support on an issuethat is difficult for him or her, but it is often a greatmethod of being exposed to a new and differentapproach to teaching. Observation is an importantpart of learning how to teach. Much of what beginnerteachers need to be aware of cannot be learnedsolely in the university class. Therefore, classroomobservation presents an opportunity to see real-lifeteachers in real-life teaching situations.

A mentor can:

• Answer your questions.

• Observe your lessons.

• Act as a sounding board for your ideas.

• Provide you with feedback.

• Help with your pacing.

• Encourage your reflection.

• Help you locate resources.

• Assist with your long-range planning.

• Demonstrate strategies you could add to yourinstructional toolbox.

Mentorship –The Benefits

Saskatchewan teachers believe it is aprofessional responsibility to adapt andevolve through reflection, lifelong learningand collegiality.

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St dents

For students, mentorship:

• Provides teachers who are more reflective and disposed tocontinuous improvement.

• Provides teachers with the self-confidence to use a wider rangeof instructional and evaluative strategies.

• Provides increased instructional continuity from reducedteacher turnover.

For mentor teachers, mentorship:

• Increases conscious reflection on their own teaching practices. • Produces a renewed enthusiasm for the profession.• Increases motivation to be innovative and try new approaches.• Develops and/or enhances the specific skills associated with

successful mentoring, including listening, observing, con -ferencing, analyzing, encouraging and providing feedback.

MentorTeachers

“Real-time feedback is the only way we can show new teachers how great teaching feels in action.”

Bambrick-Santoyo (2014), p. 72

In the words of mentor teachers:

“Mentoring has improved my relationships with other teachers (not just beginning teachers). I have become more aware of the value of other teachers on staff, and more encouraged to share.”

“The biggest part of the learning process for me has been that the relationship is reciprocal. By collaborating we learn so much from each other.”

“Mentoring has helped me become more reflective about my own practice.”

“Working with this new teacher has rejuvenated my love of teaching.”

For beginning teachers, mentorship:

• Provides access to the knowledge, experience and support ofan accomplished professional.

• Provides a vision of theory being translated into practice.• Provides beginning teachers with the awareness that they are

“part of the team.”• Produces an enhanced sense of confidence and competence

in both their instructional and management strategies.• Provides emotional support.• Reduces isolation and builds a collegial network among

professional colleagues.• Reduces trial-and-error learning and accelerates professional growth.

Beginning Teachers

Mentorship Benefits



“Who better to teach novice teachers than those with the best skills in the same school with the same students?”

Donder (2011), p. 63

For education in general, mentorship:

• Contributes to the retention of teachers.• Contributes to the enhancement of the profession through

improved classroom practices.• Results in a more capable, energized staff.• Retains experienced teachers who find a new challenge by

serving as teacher mentors.• Results in a commitment to lifelong learning.• Facilitates the development of professionalism.

For administrators, mentorship:

• Provides valuable assistance for orientationand support of the beginning teacher.

• Provides increased quality of instruction forboth begin ning and experienced teachers.

• Enhances the function of the school as alearning com munity, as many features ofmentorship (reflective practice, collaboration,support, teamwork, shared understandings,etc.) are also the qualities found inprofessional learning communities.

• Opens up conversations about professional culture.• Reduces teacher attrition and time required for beginning teacher recruitment, development and

supervision.

Educationin General

Administ!ators

“Site administrators who understand the role of the mentors and the professional development activities in which the teachers will engage can reinforce the messages that novice teachers receive.

It is important that site administrators are supportive of and knowledgeable about the full range, purpose, andactivities of the induction program. Site administrators who understand and support induction activities

are able to work with those who also provide support to ensure new teacher success.”

Bartell (2005), p. 50



According to Lipton and Wellman (2003), you may find that learning-focused mentors will use a continuum of “stances” to support yourprofessional growth.

Mentors may take the role of coach. A coach aims to increase yourability to plan, reflect and practise. A coach maintains a non-judgmentalapproach and supports your thinking, problem solving and goalclarification by asking questions and seeking clarification. For example,they might pose questions such as:

• What were your reasons for this approach to the lesson?

• What big idea is central to that discussion?

• If next semester you have fewer students in this course, would youconsider a different approach? Why?

• What different approaches might you take?

As the person being coached, your role is to be thinking actively as youreflect, clarify and make connections.

A mentor may take the role of collaborator. Here you are working withthe mentor to co-develop ideas, co-create instruments and co-analyzesituations, learning evidence and other collected data. The collaborativestance signals respect and the expectation of participation in a collegialrelationship. The mentor will use pronouns such as “we” and “our” toindicate the nature of this relationship.

Relationships With Experienced Teachers



The consultant plays the role of expert supplying information, identifyingand offering analysis of what they see and hear. They share informationabout learning, curriculum and content, policies and procedures, andeffective practices. When consultants make statements like thefollowing, they are making their thinking transparent:

• Here’s what you should focus on ...

• Consider these possible options ...

• Here is why it matters ...

As you internalize principles of learning and teaching, the consultant’sexpert lenses become resources for you to independently createmethod and solutions.

The role of calibrator is the most rigid of the four stances. Calibratingrefers to regulating. A mentor may adopt this stance if performancestandards and expectations require some adjustment. The mentorpresents models and concrete examples of such standards in action.These exemplars become essential references in sometimes difficultconversations. Adopting this stance may occur if a teacher is expe riencingproblems and requires some more prescriptive assistance. In this stancethe mentor teacher will focus on student needs, products andperformances, and their relationship to teacher performance.

There is not one stance that is the standard for all situations. Thechoice of approach depends on the mentor’s assessment of need inthe moment or from the beginning teacher’s specific request.

Saskatchewan teachers model positive values and practicesthat strengthen relationships with colleagues in order tosupport student and teacher success.

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When you were at university preparing for your current role, there weremany people around you to bounce ideas off of, share resources or swapstories with. Keeping such a network of people in comparable situationsremains of value. The opportunity to speak with other beginning teacherswith similar issues and problem solve together is very useful. Thenetworking you do now will help sustain you and, you may well find theseprofessional relationships endure throughout your career.

Besides, it’s always nice to hear that you are not alone.

Relationships With OtherBeginning Teachers



ResourcesBlank, M. A., & Kershaw, C. A. (2009). Mentoring as collaboration: Lessons from the field

for classroom, school, and district leaders. Thousand Oaks, CA: Corwin.

Breaux, A. L. (2011). 101 “answers” for new teachers and their mentors: Effective teachingtips for daily classroom use (2nd ed.). Larchmont, NY: Eye on Education.

Breaux, A. L., & Whitaker, T. (2006). Seven simple secrets: What the best teachers knowand do! Larchmont, NY: Eye on Education.

DuFour, R. (2008). Revisiting professional learning communities at work: New insights forimproving schools. Bloomington, IN: Solution Tree.

Hipp, K. (2010). Demystifying professional learning communities: School leadership at itsbest. Lanham, MD: Rowman & Littlefield Education.

Lieberman, A., Hanson, S., & Gless, J. (2012). Mentoring teachers: Navigating the real-world tensions. San Francisco, CA: Jossey-Bass.

Richardson, J. (2008). Principals cultivate support to nurture new teachers. The LearningPrincipal, 3(7), 1-7.

Schmoker, M. (2004). Learning communities at the crossroads: Toward the best schoolswe’ve ever had. Phi Delta Kappan, 86(1), 84-88.

Toronto District School Board. (n.d.). Building effective mentoring relationships: 2010/11information & resources for mentors. Retrieved from http://schools.tdsb.on.ca/asit/standards/btstart /MentorsTDSB.pdf.

Vanderline, R., & Kelchtermans G. (2013). Learning to get along at work. Phi Delta Kappan,94(7), 33-37.

Wald, P. J., & Castleberry, M. S. (2002). Educators as learners: Creating a professionallearning community in your school. Alexandria, VA: Association for Supervision andCurriculum Development.

Wong, H. K., & Wong, R. T. (2004). The first days of school: How to be an effective teacher.Mountain View, CA: Harry K. Wong Publications.

Commitment to Respectful Home andCommunity RelationshipsA piece of advice for beginning teachers is to cultivate good relationships with the parents,

guardians and caregivers of the students you teach. Take advantage of opportunities to

connect positively with these people. Keep in mind they want the same thing as you do – in

other words, the very best for their children – and these shared expectations benefit everyone

concerned. Schools that promote family involvement experience greater accomplish ments than

those that do not.

Commitment to Respectful Home and Community Relationships | 23


How to Connect With the HomePossibly the best suggestion about connecting withparents, guardians and caregivers is to contact themearly in the school year. Having a positive contactwith home may make it less intimidating to discusspossible issues. If a problem does arise, it isimportant to contact the home in a timely manner.This prevents parents from being frustrated withcommunication about a problem that has beenoccuring for a period of time. It is much easier foryour administrator to support you if you have hadregular communication throughout the year, whetheror not there is a problem. This is just good practice.Plan for regular contact with the home in order toestablish relationships beneficial to all.

Depending on thegrade level of thestudent, you canfoster positive com - muni cation in anumber of ways, including:

✔ A letter of introduction welcoming yourstudents (and their parents, guardians andcaregivers) to a new school year (seeAppendix B for an example). Be sensitive tothe forms of address used (e.g., “DearMother and Father” is inappropriate in avast number of cases).

✔ A student profile questionnaire to families(see Appendix C for an example).

✔Weekly, monthly and quarterly newslettersthat celebrate accomplishments andhighlight upcoming events, activities andassignments.

✔Class newsletters written by students.

✔ Phone calls and emails.

✔ Teacher websites.

you can!

Saskatchewan teachers are committed tostrengthening relationships with parents andthe com munity in order to support studentand teacher success.

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24 | Commitment to Respectful Home and Community Relationships


• I ask my students to create a lesson each semestersharing all that they learned in my class. Theydevelop skits, panels, scenarios, all kinds of things.Then I invite those at home to join us. It’s a greattime. Last year I had two calls from communitymembers asking if they could come as well.

• Every time my students create a major project, Ifind a way to get them recognized in the localpaper or on the cable network. They and theirfamilies love the exposure.

• Every semester I invite a parent, guardian orcaregiver to come to school and talk for 20minutes about anything they think is important –there is some fascinating discussion that takesplace in my class. The presenters feel good toobecause they can share their ideas and bechallenged by my students.

• I mail a regular newsletter so that those at homehave an idea of what we are doing in theclassroom. With computer technology this is veryeasy. I also post a calendar on my websiteindicating due dates for class assignments. Usingthe computer has boosted support for my class.

• On the very first day of school each year, I giveeach of my students a note to take home. Thenote is a generic one that I word-process andmerge. It simply says, “Dear [name of adult(s) athome], I am happy to be teaching your child [nameof student], this year. Thank you for allowing your

child to be in my class. Feel free to contact me atschool at any time.” Then, every day, I make sureto write one note, per class, to a student’s home.Again, it is a generic little note that I have pre-typedand copied, ready to go. It simply says, “Dear[name of adult(s)], I’m so proud of your child todaybecause [fill in reason].” They take about 30seconds to complete and every home will receiveat least one positive note a month. The students’families think I’m the greatest teacher in theworld! Then, when I occasionally have to contactthe home with something negative, they areunbelievably co-operative.

• Parents, guardians or caregivers often express aninterest in learning more about educational issuesor curriculum, so create a bookshelf for them.Education has changed since many of them werein school and having books available for loan willhelp them to understand some of these changes.If I have to make a call or meet with parents,guardians or caregivers about something negative,I always begin the conversation with, “I know howconcerned you are with your child’s achievement,and I knew you would want to know what’s goingon. I think that if we work together, we can solvethis problem.” This approach underscores that asa team, we can work together for mutual goals.

Adapted from Gentzler (2005)

Teacher Suggestions on Home Connections

”“Most problems between the teacher and the student’s home are a resultof miscommunication or lack of communication.

Mandel (2003), p. 91

”“

Commitment to Respectful Home and Community Relationships | 25


Familiarize yourself with STF policies 1.8 (SocialJustice, Inclusion and Equity) and 1.9 (Child andYouth Well-Being) in the STF Governance Handbook(2015), available at www.stf.sk.ca. You may want tovisit the Public Legal Education Association website(www.plea.org) where you can also order free copiesof their resources.

Every person who has a reasonable suspicion tobelieve that a child may be in need of protection shallreport the information immediately and directly to achild protection worker, Ministry of Social Services orFirst Nations Child and Family Services Agency orpolice officer. Failure to report a suspected case ofabuse or neglect is subject to prosecution under TheChild and Family Services Act.

In all cases of potential familial conflict and concern there is a key rule. If in any doubt ... ask youradministrator.

Access, Custody or Potential Abuse Concerns

The following are two major legal matters to be awareof:

• Be aware of your students’ family relationships. Arethere custody and/or access issues? Determinewho in your school monitors this concern. Ascertainwho is to receive communication from the school.

• Be sensitive to the possibility of abuse. You have alegal responsibility to report cases of suspectedabuse.

When in doubt, always ask. I would rather be disturbed than surprised.

Secondary School Administrator

26 | Commitment to Respectful Home and Community Relationships


ResourcesThompson, J. (2013). The first-year teacher’s survival guide: Ready-to-use strategies, tools and activities for

meeting the challenges of each school day. San Francisco, CA: Jossey-Bass.

Commitment to Social Justice,Inclusion and EquityPeople often choose teaching as a career because of their desire to influence the lives of

young people and thus create a better world. The principles of respect, fairness,

compassion, honesty and care that help to shape us as professionals are extremely important

as we consider questions surrounding social justice, inclusion and equity.

Commitment to Social Justice, Inclusion and Equity | 29


On Social Justice, Inclusion and EquityAccording to the 2008 study by the National Comprehensive Center forTeacher Quality, large numbers of beginning teachers describethemselves as under-prepared for the challenges of cultural and ethnicdiversity. In addition, there are a myriad of other challenges as a resultof poverty, discrimination, bullying, gender bias, various social problemsand an unexpected number of children with a range of special needs.

However, you need to remind yourself there are both opportunities aswell as challenges inherent in these situations. You can make adifference. Research is clear – the effectiveness of a student’s teacheris the most important factor in producing consistently high levels ofstudent achievement (Darling-Hammond, 2014; Wong et al., 2004). Youhave the opportunity to make a difference in the lives of young peopleand enhance your community at the same time.

Saskatchewan teachers are committed to provide a public educationthat serves a common good that is beneficial to all of society, not justto the students currently enrolled. Schools are a source of communityand provincial pride which greatly contribute to the quality of all our lives.

Social justice in schools encompasses a range of matters from schoolculture and school policies to the specifics of teaching and learning.Teachers have long been aware of the need to address social issues intheir classrooms. Core curriculum responded to this need throughcomponents such as Aboriginal content and perspectives, multiculturaleducation and gender equity. Research now suggests that rather thantreat these issues separately, teachers approach social justice in a moreholistic manner and focus on making students aware of the oppressionthat results because of issues such as racism, sexism and ableism.

Saskatchewan teachers arecommitted to engage inexemplary practices thatcreate classroom and schoolcultures which respectindividual diversity, create asense of belonging, andpromote intellectual freedomand sharing by all.

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30 | Commitment to Social Justice, Inclusion and Equity


Our schools must be ready to positively respond tothe needs that are presented by children and youthfrom a wide variety of backgrounds and abilities. Asa teacher you are responsible for ensuring there isequity in the education provided to our children. Thiscertainly does not mean treating each child thesame; it does mean ensuring each child receiveswhat is needed in order to be successful in school.

Both children and adults in our society are affectedby discrimination and exclusion based on such thingsas gender, race, religious background, physical or

intellectual ability, class, sexual identity and languageuse. Sometimes teachers unknowingly reinforce dis -crimination by certain practices in their class rooms.It is important to be reflective about your practices inthe sense that you are constantly reflecting on whatyou do in your classroom and why. Each one of us isresponsible for creating an inclusive classroom whereindividual differences are not seen as a deficit, butrather seen as a source of richness, possibility andcreative energy. This contrasts to the kind ofenvironment where differences lead people to beperceived as “other” and “separate.”

”“



Support for First Nations, Inuit and Métis StudentsSaskatchewan’s Changing Face was a headline in Regina’s Leader-Post on May 9, 2013. At that time,according to the article, there were 39,275 First Nations children aged 14 and under in Saskatchewan, whichrepresented approximately 38 per cent of all First Nations people in the province and 20 per cent of allchildren in Saskatchewan.

Let us put our minds together to see what kind of lifewe can make for our children.

Sitting Bull, 1876

All educators need to be committed to ensuring the success of our First Nations, Inuit and Métis students by:

• Providing equitable outcomes and higher literacy for First Nations, Inuit and Métis learners.

• Nurturing the cultural identity of our children and youth so that they feel pride in who they are; see themselvesas strong, capable learners; and experience a sense of belonging in our schools.

• Ensuring all learners have knowledge and appreciation of the unique contributions of First Nations, Inuit andMétis peoples to Saskatchewan.

• Developing culturally responsive and inclusive learning environments.

• Ensuring the inclusion and representation of First Nations, Inuit and Métis ways of knowing and traditionalpedagogy.

Adapted from Saskatoon Public Schools’ First Nations, Inuit and Métis Education ACTION Plan

2012-2015



Support for English as an Additional LanguageAlso in Saskatchewan’s Changing Face were statistics concerning recent immigration to thisprovince. The article reported the extensive number of different cultural groups nowrepresented in the Saskatchewan population. The fact that over a quarter of recentimmigrants (27.6 per cent in 2011) is in the 0 to 14 age group has a significant impact onSaskatchewan schools and broader communities. It is to be expected that today’s classroomsare increasingly diverse, as such diversity is a reflection of our society as a whole.

✔ Find out from your administration or yourcolleagues what additional supports are availablein the school and the community.

✔ Ascertain what cultural groups are present inyour school community.

✔Meet with the English as an additional languageteachers to discuss practices in teaching, learning and assessment of EALlearners.

✔Determine what accommodations are to be made for religious holidays andwhether students attend school during significant cultural celebrations.

✔ Find out about clothing and/or dietary restrictions.

✔ Exhibit cultural respect for your students and their families at all times.

youcan!

The Ministry of Education has placed a variety of resources on their website to assistteachers as they find ways to support English as an additional language learners, bothforeign and Canadian-born. See www.education.gov.sk.ca. As a beginning teacher, you mayfind EAL Effective Practice Guidelines of particular benefit.



Some specific ways to make EAL students welcome in your classroom:

• Prepare the class with the new student’s name and as much information as possibleabout his/her previous location.

• Learn the correct pronunciation of the student’s name.

• Learn some survival words in the student’s language (e.g., hello, goodbye, lunch, howto count to 10, etc.)

• Partner EAL students with a classroom ambassador (possibly someone who speaks thesame language) who will show the new student the washrooms, gym, locker, library, etc.

• Encourage continued use of the first language while students are acquiring English. Thestronger the first language, the stronger the second. There are educational, social andeconomic benefits to maintaining the student’s first language.

• Respect the student’s silent period for up to four months. The EAL student may notspeak for several months, but is processing the sights and sounds of the newenvironment.

Effective Practice Guidelines: The Basics

English as an Additional Language (EAL)

www.education.gov.sk.ca



There are steps that you can take to ensure that your classroomreflects principles of equity and fairness. These steps encourage thedevelopment of a co-operative, caring community of learners.

✔ Examine your practices and adapt content and instruction to ensurethat students see themselves authentically reflected in theclassroom and school environment, as well as in the materials and processes used ininstruction. Not taking the context of students’ lives into account when designing instructioncreates barriers and limits student learning.

✔ Establish a classroom climate that values co-operation and communication over competition.

✔ Encourage conversation about issues regarding social justice. Explore concepts of stereotypes,prejudice and discrimination. Assist students in finding ways that they can “make a difference.”

✔ Promote critical thinking.

✔ Examine booklets developed by the Federation on aspects of diversity. A title which may be ofinterest is Safe Schools: Breaking the Silence on Sexual Difference.

✔ Visit the Federation website, www.stf.sk.ca, for additional ideas and materials. The micro-site,Diversity in the Classroom: Social Justice in Schools provides new (as well as experienced)teachers with:

✔General suggestions for teaching and learning.

✔ Teaching strategies to enhance social justice.

✔Specific suggestions to address social justice, inclusion and equity in particular subjectareas (English language arts, health, math, science and social studies).

✔Web resources and links to videos.

✔Questions to ask when selecting resources.

✔ A list of resources available from the Saskatchewan Teachers’ Federation StewartResources Centre.

youcan!

Adapting Practices to Meet Diverse Student Needs



“ ”Equity goes beyond providing equal opportunity where everyone is treatedthe same, to fostering a barrier-free environment where individuals benefitequally.

Saskatchewan Education (2001), p. 8

Saskatchewan teachers are committed to provide a publiceducation that is based on a student-centred, broadly basedunderstanding of education that prepares children and youthto become confident, creative and caring individuals whilegaining valuable experience and knowledge to fuel futureendeavours.

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Differentiation and ModificationThe terms differentiation and modification are distinct. They should not be usedinterchangeably in our schools. To do so would create some confusion.

In order to meet the variety of students’ needs, flexibility is required within the schoolprogram to enable schools and teachers to purposefully differentiate instruction to providethe most appropriate educational opportunities for all students. Differentiated instructionis used to:

• Help students achieve curriculum outcomes.

• Maximize student learning and independence.

• Lessen discrepancies between achievement and ability.

• Promote a positive self-image and feeling of belonging.

• Promote a willingness to become involved in learning.

• Provide opportunities for all students to be engaged in learning.

These purposes address a primary function of the school, that of helping students tomaximize their potentials as independent learners (Ministry of Education, Core CurriculumComponents and Initiatives, December 17, 2007).

The intent of differentiated instruction applies to all programs and courses of instruction.The literature on differentiated instruction is where you will find explicit strategies thatsupport the students in your classroom.

Key variables of instruction can be differentiated. These include:

• Learning resources (what students will access in order to learn).

• Learning processes (how students will interact with the content).

• Learning products (how students will demonstrate learning and mastery of the content).

• Instructional setting or learning environment.



Some students may operate one or more grade levelsbehind their chronological peers and are unable tocomplete a particular regular provincial course, eventhough curriculum materials and topics, instructionand environment have been differentiated.

• Students in the elementary grades would beaccommodated with an Inclusion and InterventionPlan. An IIP is a written plan for an individualstudent. In the IIP, student outcomes are developedand a plan for supports, strategies and interven -tions is outlined to optimize student achievement.

• Modified courses are only considered for studentsat the secondary level. Modified course curriculafor your school division must be either approvedor developed by the Saskatchewan Ministry ofEducation.

Your school’s special education teacher, schooldivision’s central office personnel or your administra -tors will be able to tell you about the modifiedcourses in your division. The Ministry has developeda Frequently Asked Questions section on its websiteaddressing the distinction between modified andadapted (www.education.gov.sk.ca).

Differentiated instruction supports the diversity ofstudent needs and abilities in your classroomwithout altering instructional outcomes.



Before placing a student in a modified course, teachers, administratorsand other school personnel need to ensure that:

• Appropriate differentiation has been provided with sufficient scaffoldsfor the student as (s)he strives to achieve the regular core courseoutcomes.

• Cognitive and learning skills assessments have been completed andsupport the decision to place the student in a modified course.

• The student and student’s parents/guardians/caregivers have beeninformed of the planned course change, they understand any futureeducation implications of such a decision, and they agree to thecourse change.

• The student is being recommended for a modified course due tolearning difficulties, and not because of poor attendance, lack ofmotivation, poor work habits or is learning English as an additionallanguage.

As the classroom teacher you are the one ultimately responsible foryour students’ instructional program; you are responsible for meetingthe learning needs of all students in your classroom. Students withspecial needs are part of your class. As you consider the diversity ofneeds in your classroom, you need to be aware of the support systemsin your school, your school division and in your community. Work as ateam with these people, as collaboration is a key component of ensuringeach child receives the best possible education. Those at home are akey part of your team; work with parents/guardians/caregivers toensure the best for each child.

Saskatchewan teachers are committed to an education that isaccessible and equitable for all children and youth regardlessof their circumstances or learning potential.

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Commitments

Students with special needs arepart of your class. As you considerthe diversity of needs in yourclassroom, you need to be awareof the fact that there are supportsystems in your school, your schooldivision and in your community.



School-Based SupportsTeacher-librarians are indispensable in assisting with planning for adiverse student population. For example, they can help you locateculturally diverse learning materials or materials that address your topicbut reflect a wide range of reading abilities.

Learning assistance teachers help classroom teachers in providingprograms appropriate for students with particular learning needs. In somedivisions, these support teachers have responsibilities for providingadditional assistance to those teachers whose students have beenreferred because of delays in some academic area, including learningdisabilities, attention problems or fetal alcohol syndrome/effect.Generally these teachers also have responsibility for gifted learners.

Learning assistance teachers are instrumental in the construction ofan Inclusion and Intervention Plan. If you have a student in yourclassroom who has been determined to have special needs, you andthe learning assistance teacher will collaborate to complete an IIP forthat student. (Note: the electronic form is referred to as an eIIP.)

If you have a student with a particular special need, ask the learningassistance teacher for reading material to better understand that need.For example, if you teach a student with Tourette’s syndrome, you needto know some of the behavioural characteristics of that condition andwhat you might do to best support that child.

Saskatchewan teachershonour the dignity and roles of all individuals in the educational community. This creates a uniquelySaskatchewan experience in public education marked by a co-operative spirit andhealthy relationships.

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Educational assistants/teacher associates are para professional staffhired to support the teacher in special situations. Typically aneducational assistant (or teacher associate or teacher aide) is hired toassist a teacher in delivering an appropriate program to a particularclassroom or a particular student with special emotional, physical,behavioural or intellectual needs. Educational assistants are placedaccording to policies determined at a local level. Not every child with aspecial learning need will have a teacher associate assigned. Ask yourprincipal how the placement of educational assistants (or teacherassociates) is determined in your division.

Educational assistants are part of school support staff and work withteachers to fulfil the programming needs that are often determined byclassroom and resource teachers. When you work with an educationalassistant/teacher associate, you need to clarify how you will worktogether. You will want to create clear communication with theeducational assistant/teacher associate, the student, the parents/guardians/caregivers and the school administrative team to carry outthe program for the child as determined by the IIP. Although working withan educational assistant/teacher associate may seem complex, you willbenefit from the collaboration and the additional insights another pair ofeyes can provide.



Outside SupportsThe student’s home can be your best support. You should keep in regular contact with theparents/guardians/caregivers of all your students, but particularly those students withspecial needs.

Consultants’ roles vary from one division to another. In many cases you will have accessto a consultant who, due to an expertise in curriculum, instruction, assessment or specialeducation services, can help you design programs for both specific students and generalclassroom instruction.

Note: You should always consult with your principal about how to proceed if you believethat a psychologist, counsellor or speech and language consultant could be a benefit toyour work with a student. Procedures for obtaining such supports vary from division todivision. As well, parents will be involved in the school’s decision to make these referrals.

Psychologists (perhaps referred to as Ed-psychs) are helpful in making assessments ofbehavioural or academic needs that students may have. They can provide informationthrough testing and interviews, and can make useful suggestions about strategies thatrelate to student needs. Gifted learners, students with attention difficulties or studentswho display learning delays might benefit from a psychologist’s intervention. Be sure torefer to the student’s cumulative folder to see which services may already have beenprovided.

Counsellors are helpful with assisting teachers with students who are experiencing socialor emotional issues. They can:

• Counsel a student directly.

• Assist the teacher in promoting social skills training.

• Teach problem-solving skills to a class.

• Work with small groups of students in training sessions.

• Help co-ordinate other community support.



Speech and language pathologists may intervene if a student is having difficulties inaspects of language development. (A possible exception would be an English as anadditional language student.) Speech and language pathologists are available to:

• Consult with teachers about strategies that support students with language difficulties.

• Provide an assessment of children’s communication skills through observation andtesting.

• Consult with parents.

Social workers may become involved with a student if you have concerns about a studentin regard to:

• Chronic attendance problems.

• Crisis situations like an unexpected death, suicide or family violence.

• Access to community support systems.

• Suspected neglect or abuse.

“ ”



Community Resources DirectoryEvery community will have a unique network of organizations that may support your efforts in the classroom.List names and contact information of community resources here.

To develop teaching practices that recognize and accommodate diversity within theclassroom, the school and the community.

Article 10, Code of Ethics



ResourcesThe Federation has developed the Diversity in the Classroom microsite located viawww.stf.sk.ca which provides both general and specific subject area support in the variousaspects of diversity. The health section is particularly valuable when you discuss genderroles and gender identity. The site provides information on how to choose appropriateresources as well as links to other valuable sites.

The Stewart Resources Centre at the Federation has a comprehensive collection ofresources available to help teachers with social justice, inclusion and equity.

The Ministry has helpful supports related to First Nation and Métis education includingthe outcomes and indicators of treaty education and a variety of video, print-based or web-based links that support treaty education. See www.education.gov.sk.ca.

The Office of the Treaty Commissioner (www.otc.ca) provides a range of learning resourcesincluding historical pictures and biographies, treaty guides and videos. There are also linksto a speaker’s bureau, treaty kits, workshops and other professional developmentopportunities.

Commitment toExamined PracticeW hen you are planning lessons and units of study you may find you wonder about a couple

of things. How do you pull together all those things your university professors kept saying

were critical – the outcomes and indicators, the broad areas of learning, the cross-curricular

competencies, the adaptive dimension, the variety of instructional and assessment strategies,

inquiry learning, backward design?

Commitment to Examined Practice | 47


Planning With Saskatchewan CurriculaYou understood the theory from your university classes, but how do you now translate itinto practice on a day-to-day basis? Plus, the time! You may find yourself staying up late atnight marking and planning. How do the other teachers do it? It may help to remind yourselfthat as a beginning teacher you are actually doing two jobs. You have the same, or at leastsimilar, teaching duties as an experienced teacher, but you are also learning how to teach.You may never find planning effortless, but as you become more familiar with the variousaspects of planning, such as curricula, resources and your students’ particular needs, theprocess will become more natural and less time-consuming than it may be right now.

48 | Commitment to Examined Practice


Broad Areas of LearningThe broad areas of learning reflect the desired knowledge, skills and attitudesSaskatchewan students are exposed to at all grade levels and in all subject areas. Thereare three broad areas of learning that reflect Saskatchewan’s Goals of Education.

1. Lifelong Learners

Students are curious, observant and reflective as they imagine, explore and constructknowledge. They demonstrate the understandings, skills and strategies necessary tolearn from subject discipline studies, cultural experiences and other ways of knowingthe world. Such ways of knowing support students’ appreciation of Indigenousworldviews and learning about, with and from others. Students are able to engage ininquiry and collaborate in learning experiences that address the needs and interestsof self and others. Through this engagement, students demonstrate a positivedisposition for learning.

2. Sense of Self, Community and Place

Students possess a positive sense of identity and understand how it is shapedthrough interactions within natural and constructed environments. They are able todevelop meaningful relationships and appreciate diverse beliefs, languages andpractices from the First Peoples of Saskatchewan and from the diversity of culturesexisting within our province. Through these relationships, students demonstrateempathy and a deep understanding of self, others and the influence of place onidentity. In striving to balance their intellectual, emotional, physical and spiritualdimensions, students learn about themselves, their communities and the broaderworld around them.

3. Engaged Citizens

Students demonstrate the confidence and commitment to make positive differences intheir community and the broader world in which they live. This sense of agency isreflected in informed life, career and consumer decisions. Along with this responsibilityto the greater good, students recognize and respect the mutual benefits of charter, treatyand other constitutional rights and relationships. Through this recognition, studentsadvocate for self and others, and act for the common good as engaged citizens.



Cross-Curricular CompetenciesThe cross-curricular competencies are four interrelated areas containingunderstandings, values, skills and processes which are consideredimportant for learning in all areas of study. They permeate all aspectsof planning.

The four competencies include:

• Developing Knowledge: Students need to construct an understandingof how people make sense of the world around them.

• Developing Identity and Interdependence: Students need to developa positive self-concept and the ability to live in harmony with others,and with the natural and constructed world.

• Developing Multiple Literacies: Students need to acquire a variety ofcommunication tools and strategies to understand, represent, exploreand participate in their world.

• Developing Social Responsibility: Students need to form the positiveattributes of contributing members in their various communities.

Additional information on cross-curricular competencies is found on theMinistry of Education website (www.edonline.sk.ca).

The Saskatchewan teachers are committed to a publiceducation that is based on a student-centred, broadly basedunderstanding of education that prepares children and youthto become confident, creative and caring individuals whilegaining valuable experience and knowledge to fuel futureendeavours.

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Outcomes and IndicatorsEach Saskatchewan curriculum is developed around student learningoutcomes and indicators of those outcomes. Student learningoutcomes describe what students will learn in a particular discipline(e.g., mathematics) over a specific time frame (e.g., Grade 5). Outcomesspecify the skills, knowledge and attitudes that students are expectedto know, understand and be able to demonstrate.

Critical characteristics of learning outcomes:

• They focus on what students will learn rather than what teachers willteach.

• They specify the skills, strategies, abilities, understandings andknowledge students are expected to be able to demonstrate.

• They are observable, assessable and attainable.

• They are grade- and subject-specific.

• They guide course, unit and lesson planning.

• They are supported by specific examples or learning indicators.

Indicators are a representative list of what students need to know and/orbe able to do in order to attain a particular outcome. Learning indicatorsrepresent the breadth and depth of the learning outcome. Indicatorsserve as examples of the type of evidence that teachers would acceptin order to determine the extent to which students have achieved thedesired learning result.



Planning for DifferentiationDifferentiated instruction allows for all students in all educationalsettings to access curricula. It is the expectation that student diversity,as reflected in individual differences, will be a key consideration asteachers plan. When you are planning, think about the adaptations thatyou need to make in order to accommodate each of your students.

It is important to understand the intent of the outcome when you areplanning for differentiated instruction, as certain outcomes have fixedaspects of content, process and/or product. When one element is fixedthen the other aspects of learning may be differentiated. For example:

• In the Grade 4 social studies outcome IN4 (analyze how First Nationsand Métis people have shaped and continue to shape Saskatchewan)the content is fixed. The content is about First Nations and Métispeople in Saskatchewan. However, you can differentiate theprocesses students use to learn more about the contributions of FirstNations and Métis people; they could have a conversation with anelder, watch a video or read to find information. You can alsodifferentiate the product. In this case, students could create apamphlet, an oral presentation, a poster or write a paragraph.

• In the Grade 6 ELA outcome CC6.7 (write a short report explaining aproblem and providing a solution) the product is fixed. In thisinstance, you can differentiate the process by providing a templatefor those students who might need it or by providing additionalsupport for students through conferencing. Additionally, the contentcan be differentiated; the students can determine what the topic willbe for their report.

With almost all outcomes the learning environment can be differentiated:

• Students can work alone, with a partner or in groups.

• Timeframes can be differentiated.

• Additional supports such as computers or scribes might beprovided to differentiate the ways in which students can achievethe curricular outcomes.



Ways to differentiate access to curricula:• Reduce quantity of material to be read or assigned.

• Provide independent learning activities (learning contracts).

• Use manipulatives.

• Teach textbook structure.

• Teach note-making skills.

• Underline key points.

• Highlight directions.

• Use large-print books.

• Individualize spelling lists.

• Use books on tape.

• Use a variety of resources of varying difficulty for any theme.

• Alter time allotted to complete tasks.

• Colour code binders, notebooks or papers.

Ways to differentiate instruction:• Use multi-sensory presentations.

• Provide organizers and outlines in advance.

• Write key ideas on the board.

• Encourage visualization.

• Use co-operative learning activities.

• Model positive self-talk.

• Ask student to repeat directions.

• Stand close to student.

• Demonstrate task.

• Provide alternative evaluations; for example, an oral examrather than a paper and pencil exam.

• Set small goals.

• Break down assignments into chunks.



“ ”

Ways to differentiate the learning environment:• Change groupings occasionally.

• Incorporate stretch time or movement into a lesson.

• Post timetable.

• Go over the day plan with student(s).

• Use laptop computers.

• Accommodate student needs regarding personal space, vision and hearing.

• Set up a variety of classroom centres.

• Establish a fixed place for posting assignments and due dates.

• Establish a classroom library (maybe with an audio centre).

To implement the provincial curriculum conscientiously and diligently, taking into account thecontext for teaching and learning provided by students, the school and the community.

Article 14, Code of Ethics



Instructional Decision-MakingConsider the following when thinking about instruction.

ContextThis refers to the various aspects of the learning environment influencing your practice.For example, the predominant modes of instruction in a classroom may be reading, notemaking and writing. Do you have students who might be advantaged in this setting?Disadvantaged? Western scientific knowledge has traditionally been presented as factualand we assume that this is the way things are. However, other cultures and faiths acceptscientific knowledge on different criteria. In what ways can we honour various ways ofknowing? We need to consider the multiplicity of realities present within our classroomswhen planning for instruction.

Backwards PlanningPossibly the most important aspect of planning is knowing where you want to go. Startwith the end in mind by identifying the specific curricular outcome you have targeted. Withwhat knowledge, skills and/or attitudes do you want your students to leave yourclassroom? As you are teaching, check to see you are still on the path. Keep in mind thefocus is on what the student learns rather than on what you teach. Curriculum outcomesguide your practice.

Instructional OrganizersThese are the theories of cognition or learning guiding the design of our practice. Thereare four domains to consider:

• Knowledge acquisition.

• Cognitive processes.

• Meta-cognitive processes.

• The self-system (dispositions).



CONTEXT

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s

Instructional PracticesThese are the general descriptors for a range of instructional approaches which supportthinking in each of the four domains of cognition. For example, the practice of co-operativelearning supports the self-system. Effective questioning supports the acquisition ofknowledge. The practice of reflection aids metacognition.

Instructional MethodsThese are the many specific techniques we use in our classrooms to address the fourdomains. Will a jigsaw strategy be the best approach to achieve curricular outcomes in aparticular situation? A think/pair/share? A mind map?



A Repertoire of Instructional PracticesResearch points out that educational reform has swung like a pendulum between anemphasis on teacher-centred strategies and student-centred learning. In fact, instructionalstrategies exist on a continuum from most teacher-centred to most student-centred.Reflect on your knowledge of instructional strategies. Have you seen a variety of strategiesdemonstrated in your own schooling? Are you most familiar with teacher-centredinstruction? There is research summarized on the following pages to help you build arepertoire of instructional practices.

It is appropriate that all teachers, beginners and veterans alike, reflect upon instructionalstrategies within teaching practice. Current research organizes instructional practice bythe types of thinking it supports. In a complete cycle of instruction, student thinking wouldinvolve knowledge acquisition, engagement of both cognitive and meta-cognitive processes,as well as attention to one’s learning disposition.

Teachers have a responsibility to maximize student learning and, in order to do this mosteffectively, we all need to work at expanding our repertoire of instructional strategies.

• Review university notes on instructional strategies.

• Learn from experienced teachers.

• Refer to some of the excellent books listed in this handbook.

Constantly reflect on the strategies you have chosen. Ask yourself if they are the best touse in order to meet the learning outcomes you have targeted. As a reflective practitioner,you should be developing the ability to explain why the instructional strategy you are usingis the best one for a particular context. It is important to note that the student is thecentre of all your instructional decisions and it is your responsibility to monitor theeffectiveness of instructional practices and strategies to ensure students are receivingthe maximum benefit from the instruction they are receiving.



Instructional Practices

Source: Saskatchewan Professional Development Unit (2011). Powerful instructional practices: A resource for teachers

and administrators. Retrieved from www.spdu.ca/resources/powerful_instructional_practices.html

Knowledge Acquisition

Questioning: Designing and using effectivequestions to deepenunderstanding.

Advance Organizers:Creating organizationalframeworks for newlearning.

Note Making: Teachingstudents skills of effectivenote making.

Concept Attainment:Supporting students as they constructconceptual knowledge.

Activating Prior Knowledge:Building upon whatstudents already know.

Cognitive Processes

Synectics: Making thestrange familiar and the familiar strange.

Graphic Representation:(Venn diagrams, etc.)Supporting studentthinking using graphicrepresentation.

Manipulatives inMathematics: Mediatingstudents’ thinking as theylearn abstract concepts.

Mnemonic Devices: Usingsystematic procedures for enhancing memory.

Concept Formation:Collecting, examining and organizing data to formconcepts.

Complex Organizers: Concept mapping and mind mapping.

Meta-Cognitive Processes

Planning for Learning:Analyzing the task andclarifying the learning goals.

Monitoring Thinking andLearning: Choosing andmonitoring thinkingstrategies while learning.

Reflecting on Thinking andLearning: Reflecting onthought processes andhow one best learns.

The Self-System(Dispositions)

Efficacy: Increasingstudents’ perceptions of self-efficacy.

Co-operative Learning:Working together in smallgroups to solve a problemor complete a task.

Structured AcademicControversy: Developingstudents’ dialecticalthinking.



Focus on the Outcomes and IndicatorsAn effective program focuses on grade-specific curricular outcomes. Indicators are arepresentative list of what students need to know and/or be able to do in order to achievean outcome. Use these outcomes and indicators to guide your planning.

See the Big PictureA big picture perspective will help you develop individual plans for the whole year. Onesuggestion is to use flip chart paper to sketch out the entire year or semester. You will beable to see how all of the units and the materials fit together. This bigger picture showshow everything fits together and the connections that you can make in order to segue intodifferent units. Keep this organizer to refer to throughout the year and to make necessaryadjustments for the next year or semester.

Part of the big picture perspective is to be aware that both formative and summativeassessment are critical to developing the instructional plan.

The Ministry of Education has created the resource, Summarized Outcomes Across Areasof Study with documents for K-9 to support your work. A PDF version of these documentscan be found at www.ssla.ca.

Aspects of Instructional PlanningThe following are a few aspects of effective classroom planning.



Understand WhyBe purposeful when constructing lessons. Make the content moremeaningful by telling your students why each lesson is important tothem. Encourage the question, “Why do we have to know this?” becauseyou welcome the opportunity to make connections between learning andlife. Integration of subjects allows students to see learning in a broadersense. Read a historical novel in a history class. Bring a science probleminto math. Introduce more non-fiction in English language arts.

Practice Variety and BalanceUse a balance of different activities, such as reading, writing, talkingand group work. This helps students retain their interest and focus, aswell as developing a range of different skills. Consider the differentlearning preferences in any classroom and mix up the instructionalstrategies you use. Learning preferences include the visual learnerswho benefit from visual representations, the auditory learners who needto hear information, and the kinesthetic learners who learn best bygetting involved, physically performing or by physically manipulating theconceptual material (e.g., sorting word cards into sentences, using mathmanipulatives, etc.). There are learning style surveys you may wish toadminister to your students. Also, veteran teachers understand that thetime of day influences a classroom. For example, middle and secondaryschool students may be lethargic during the first period of the day oroverly energetic during the last. Vary student activities to address thesestudent needs. It may be more productive to use their rhythms than totry to work against them.

Saskatchewan teachers engagein exemplary practices thatcreate classroom and schoolcultures which respectindividual diversity as well aspromote a sense of belonging.

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Think About a Beginning, Middle and EndYou may hear the term “constructivism” in professional learningconversations. Constructivism is a theory about how people learn.People construct their own understanding and knowledge of the worldthrough experiencing situations and then reflecting on thoseexperiences. The constructivist teacher promotes active learningstrategies (e.g., real world problem solving, hands-on experiments) tocreate student understanding, and then encourages students to talkabout their experiences and how these experiences shape theirknowledge and understanding. Students are encouraged to think about:

• How these experiences integrate into what they already know.

• Possible applications of new knowledge and understandings.

The learning environment in the constructivist classroom promotesactive learning. Students are engaged and making connections. Youmost likely focus on the middle of the lesson, but consider the beginningand end as well. There should be something at the beginning to focusyour students. You might consider sharing a short anecdote, asking aquestion or introducing an unusual object as a starting point. Plan tocreate some energy and enthusiasm about what is going to happen.Closure should be planned and deliberate too. You could have studentssummarize the three things they learned; they could generate possiblequiz questions based on the day’s class; they could repeat theassignment back to you as a check on understanding; they coulddiscuss why their new understandings are important; or you couldhighlight the work the students have done using specific examples. Varythe strategies you employ, but whatever strategy you choose to use, theend of the lesson should be consciously considered and not just areaction to the bell signaling the end of class.

For more information on constructivism, visit www.thirteen.org.



Effective Instruction Is ...• Eclectic … there is no single “best” way to plan instruction.

• Flexible … the teacher’s judgment allows for differentiated instructionbased on student need.

• Interactive … students are assumed to be active participants inlearning.

• Collaborative … the development, implementation and differentiationof instruction occurs through reflection with colleagues.

• Based on relationships … there needs to be a trust establishedbetween students and teacher.

• Informed … there is an expectation of best practice as determinedby research, as well as experience and knowledge of the community.

• Cyclical … instruction is not linear. It is based on a feedback loop(illustrated below).

Planning for Instruction

Adapted from: McTighe, J. & Wiggins, G. (1999) Understanding by Design

1 Identify and define learning outcomes:

• Knowledge mastery.• Reasoning proficiency.• Skills.• Ability to create products.• Attitudes.

4 Use assessment results as feedback to improvestudent learning.

2 Determine acceptableassessment evidence aboutthe attainment of outcomes:

• Performance tasks.• Quizzes, tests, prompts.• Unprompted evidence.• Self-assessment.

3 Plan learning experiencesand instruction that areengaging and effective.



ResourcesWiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.) Alexandria, VA:

Association for Supervision and Curriculum Resources.

Saskatchewan Professional Development Unit (2011). Powerful instructional practices: Aresource for teachers and administrators. Retrieved from www.spdu.ca/resources/powerful_instructional_practices.html.



ROVERRecommended Online Video Education Resources is a video streaming service forSaskatchewan teachers and students in the PreK-12 education system. It is managed andmaintained by the Saskatchewan Ministry of Education.

The ROVER service is video-on-demand, which provides teachers and students with theconvenience of immediate access to streamed, educational videos that supportcurriculum.

ROVER videos are housed on a server located in a school or school division network, sothere are no bandwidth issues, resulting in better picture quality and continuous play ofvideos without pauses. The videos are intended for viewing on the streaming site and notfor copying or downloading.

There are over 1,000 videos on ROVER that can be accessed by teachers and studentsto enhance learning in the classroom. All the videos found on this site have beenevaluated by educational professionals and recommended to support Saskatchewan's K-12 curricula. The ROVER collection of videos continues to evolve as new videos are addedannually and old videos expire.

ROVER is accessible from within Saskatchewan schools or school division offices withouta login. Outside of schools, it is possible to access ROVER using a login through aBlackboard account. Every teacher and student in Saskatchewan is registered with aBlackboard account. For more information, please contact [email protected].

Online Resource Suggestions



Other Online ResourcesA frequently asked question is where to find units that are alreadydeveloped or effective teaching ideas and strategies for the classroom.

The Stewart Resources Centre is developing units online that you maydownload and the Ministry of Education site has many curriculumsupports. In addition, your school division may have a collection ofteacher-made units that are available. Ask your teacher-librarian or adivision consultant to help you locate these supports. You may want toconsider establishing a network of colleagues with similar teachingassignments to discuss and share units.

The website This is the Classroom (www.thisis theclassroom.ca) is aplace where you can discover what other teachers are doing across theprovince as well as share your own successes.

A resource that many teachers in the province turn to for support is theSaskatoon Public Schools’ Online Learning Centre. (See the link on thedivision’s home page at www.spsd.sk.ca). In addition, the followingschool divisions (among many others of the almost 30 Saskatchewandivisions) have significant online resources:

• North East School Division (http://curriculum.nesd.ca)• Good Spirit School Division (www.gssd.ca/pages/index.htm)• Prairie Spirit School Division (www.spiritsd.ca)

Saskatchewan’s Western Development Museum has an extensivewebsite that proves valuable to an assortment of grades and subjects.See www.wdm.ca. Likewise, the Encyclopedia of Saskatchewan(www.esask.uregina.ca) provides valuable research support.Saskatchewan’s science network can support K-12 science classrooms.

You should be cautious about youruse of units developed outsideof the province as they havenot been designed to fit withSaskatchewan’s curricular principlesand outcomes.

Commitment to Holding Assessment as a

Critical Aspect of Examined PracticeE ffective instruction demands that student assessment is regarded as a critical part of the

planning process. Instruction should begin with the end in mind.

Commitment to Holding Assessment as a Critical Aspect of Examined Practice | 67


Instruction should begin with the end in mind. What do we want students to know,understand and/or be able to do as a result of their learning? Well-developed assessmentcan enhance student learning and assist teachers in improving their craft.

This whole area of assessment also has an impact on classroom climate. Educators knowthat assessment and evaluation influences the learning environment. Too oftenassessment and evaluation are seen as punitive rather than constructive. Your goal mustbe to help students constantly improve by building on what is known rather than punishingstudents for what they don’t yet grasp.

Issues surrounding assessment and evaluation always generate discussion amongsteducators. This is an area to explore with your mentor and other experienced teachers asyou work at becoming “assessment literate.” To begin with, the whole area of assessmentcan be complicated by the terminology used. You may hear terms such as assessment,evaluation and grades used interchangeably. This is problematic for any teacher, not justone starting out.

68 | Commitment to Holding Assessment as a Critical Aspect of Examined Practice


Glossary of Assessment Terms

The following glossary provides definitions of common assessment terms.

Assessment – The process of gauging student performance in relation to set criteria.

Criteria – Detailed explanation of what students are required to know, understand and be able to do.

Diagnostic assessment – Assessment given prior to instruction to determine student understanding ofcurricular material about to be taught.

Feedback – Communication with students regarding their performance in relation to set criteria. Feedbackinforms students of what they have done well and where they need to improve.

Formative assessment – Assessment practices designed to support students when they are working toachieve the curricular outcomes.

Grade – The assignment of a value to student work based on identified criteria relative to the curricularoutcomes.

Preassessment – Information gathered to provide a deeper understanding of students, in order to guidethe teacher in understanding where each student stands in respect to readiness for the particular contentand skills to be provided in the specific unit of study; this information is intended to support the teacherin designing instruction.

Summative assessment – Assessment designed to determine what students know and can do at theend of a particular learning process.

Saskatchewan Professional Development Unit and Saskatchewan Ministry of Education (2012).

Supporting Student Learning Through Assessment and Evaluation.



“ ”Used with skill, assessment can motivate the reluctant, revive thediscouraged, and thereby increase, not simply measure, achievement.

Chappuis, Stiggins, Chappuis and Arter (2011)

Research-Based AssessmentPrinciples and PracticesThere are several research-based assessment principles and practices which havedemonstrated improve ment in student learning. These include:

Active Involvement of Students in the Learning and Assessment ProcessThere are many ways to encourage student involvement in assessment. For example:

• Let students choose the work they wish to display.

• Consider utilizing a portfolio system in which students identify the work they want to havegraded.

• Give students the opportunity to submit exam questions.

• Teach students how to read their assessment results. You may wish to show them howto graph the results.

• Ensure that students are aware of learning expectations and evaluation criteria.

• Create rubrics with students.

Alignment of Instructional Goals and Evaluation StrategiesWhat you have determined to be the outcomes targeted in your instruction must be whatyour assessment instruments actually measure. You may think, of course, that this is justcommon sense, but research has shown that this contradiction exists in many classrooms(Wiggins, 1998; Marzano, 2000; O’Conner, 2007). For example, the outcome you havechosen to target may be developing higher order thinking skills, the activities promote thedevelopment of these skills, but the evaluation may only address basic knowledge. Thisis an area where you should be consciously aware of the choices you make.



“ ”

Variety and Balance of Assessment and Evaluation StrategiesTraditionally, teachers relied heavily on pencil and paper assessment measures: multiplechoice, true or false, and short answer tests. However, assessment strategies, likeinstructional strategies, require a range of options to reflect students’ learning. Considerhow strategies such as exit slips, portfolios or oral exams might support the diverselearning needs of your students. The resources listed in this handbook include some goodideas to get you going, but don’t feel you have to do it all at once. Begin by gettingcomfortable with a few sound strategies and expand your repertoire over time.

Choice of the Most Appropriate Evaluation Method for the TaskIf your aim is to determine if students can set reasonable, attainable goals, then a fill-in-the-blank quiz would be unlikely to provide that information. However, if you want to assesswhether some core knowledge has been internalized so that you can move to the nextstage, then such a quick and easy paper and pencil instrument might be exactly right.

No matter how many times you weigh a pig, all you learn is howmuch it weighs. If you want to learn something else, you need adifferent assessment.

Review of Jones, Carr, Ataya (2007)



“ ”

Provision of Effective FeedbackThere are several factors to consider in order to make feedback helpfulfor your students. Try to keep comments (either written or verbal) assimple and specific as possible. Tell students what specifically was goodabout their essays instead of making the general comment “good work.”Indicate what specifically could be improved upon rather than “needsimprovement.” Ensure student work is returned in as timely a manneras possible, as the purpose of feedback is to improve futureperformance. Stagger due dates for assignments if you teach more thanone class, to support the provision of comprehensive feedback. Also,to maximize the usefulness of feedback, track formative assessmentevidence so you and your students can see patterns of growth andareas needing attention.

Adaptation of Instruction in Response to Assessment Information“I taught a good lesson even though the students didn’t learn it,” makesno more sense than, “I had a big dinner even though I didn’t eatanything.” (Kohn, 2008). When students are given an assessment, it’stempting to believe the results show how much progress your studentsare, or aren’t making, rather than being aware that the quality of theteaching is also being assessed. If it appears your students just aren’t“getting it,” what other instructional approaches can you use?Assessment requires thoughtful planning and implementation tosupport the learning process and to inform teaching.

When you tell an unsuccessful comedian to be funnier,it is accurate but not helpful.

William, 2011



Some ImportantGrading/Reporting Guidelines• Decide on a record-keeping system that will allow you to access student results quickly

and easily. What electronic gradebook does your school division use?

• Carefully document student progress. Verify that the methods you have used to calculatea final grade are valid and reliable.

• There is value in saving an electronic copy of the report card that is sent toparents/guardians/caregivers.

• Do not publicly post marks or test scores with student names or with codes that areeasy to identify. Anonymity must be maintained.

“ ”If you want to appear accountable, test your students.

If you want to improve schools, teach teachers to assess their students.

If you want to maximize learning, teach students to assess themselves.

Richard Stiggins



ResourcesChappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning: Doing

it right - using it well (2nd ed.). Toronto, ON: Pearson.This book guides teachers as to how to create accurate classroom assessments and how to integrateassessment with instruction day to day, with a focus on student involvement.

Davies, A. (2007). Making classroom assessment work. Courtenay, BC: Connections Publishing.In easy to follow steps, Davies shows teachers how to translate what research shows us we should do,to what we actually can do in our classrooms. There are lots of ideas of using assessment for learningin order to guide instruction. Davies focuses on how we can involve students, the home and the communityin the assessment, evaluation and reporting process.

Jones, P., Carr, J., & Ataya. R., eds. (2007). A pig don’t get fatter the more you weigh it: Classroom assessmentsthat work. New York, NY: Teachers College Press. This book explains how well-constructed assessments provide data that is essential to the developmentof learning opportunities for all students. The text includes contributions from teachers and teachereducators, classroom vignettes and alternative approaches that have been proven useful in assessingthe needs of a wide range of students. This book is intended for teachers who want their assessment tobe a vehicle for instructional improvement.

McMillan, J. (2007). Classroom assessment: Principles and practice for effective instruction. Boston, MA: Allynand Bacon.This resource is a guide to conducting a range of quality learning assessments from portfolios tostandardized testing. McMillan places assessment within the context of classroom instruction and therealities of the modern classroom. The book addresses the assessment of students with special needswithin inclusive settings.

www.edutopia.org/grant-wiggins-assessmentGrant Wiggins, co-author of Understanding by Design, a framework for curriculum design used worldwide,shares his thoughts on authentic assessment, standardized testing and the distinctions between testingand assessment.

Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.

Commitment toBeing a ProfessionalA lthough all teachers are individuals who have their own unique ways of teaching, they are

also members of a profession bound by a social contract, in which the public gives the

profession agency and responsibility for the conduct of its affairs in return for the profession’s

commitment to high professional standards of conduct and competence.

Commitment to Being a Professional | 77


Supporting Teacher SuccessSaskatchewan teachers recognize the interdependence between their students’ successas learners and their own success as professional educators. Although you have aresponsibility to offer the best possible learning opportunities for students, it may bechallenging to fully achieve your professional goals at all times.

Teaching and learning, as processes that involve social, emotional and cognitivedimensions, are far too complex to guarantee competence or success in everycircumstance. You must have the flexibility, for example, to try new approaches and learningresources in your work with students. Some of these trial and error methods may be bettersuited than others to meet students’ education needs.

As with individual students, the extent of each teacher’s success depends upon a widerange of interconnected contextual factors. Although some of these variables (e.g., career-related decisions) are largely within your control, many others are not (e.g., the diversityof students’ learning needs, health, family situation and so on). It is essential to take thisfull range of factors into account when there are questions or concerns about a teacher’ssuccess generally or the individual’s competence in a specific situation.

Teachers believe that they should be supported to become as competent as possible asthey carry out their professional roles and to become as successful as possible throughoutall stages of their careers. Questions or concerns about a specific competence mattershould always be addressed within the broader context of teachers’ goals and needs assuccessful professionals.

Saskatchewan teachers are committed to engaging in exemplary practices thatdemonstrate high standards of care, conduct and competence to ensure the well-being and growth of all children and youth.

CONNECTINGto the

Commitments

78 | Commitment to Being a Professional


Throughout your career, you will likely experience various degrees ofsuccess in meeting a range of professional goals and objectives such as:

• Conducting professional relationships in ways that are consistent withthe principles of equity, fairness and respect for others.

• Creating and maintaining a learning environment that encourages andsupports each student to reach the highest level of individualachievement possible.

• Demonstrating a professional level of knowledge about the curriculumand a repertoire of instructional strategies and methods that areapplied in teaching activities.

• Having the professional knowledge, skills and judgment to carry outthe teacher’s responsibility for student assessment and evaluation.

• Reflecting, individually and collectively, upon the goals as well as theexperience of professional practice and adapting one’s teachingaccordingly.

• Working with colleagues in ways that are mutually supportive anddeveloping to the fullest extent possible effective professionalrelationships with students, administrators, parents and othermembers of the educational community.



You will work with many individuals including students, parents andcaregivers, colleagues, administrators, educational assistants, supportstaff and non-teaching personnel and professionals in your school.Effective relationships are essential to teaching practice, and teachersshare the responsibility for the quality of these relationships.

The professional relationships among your colleagues in theSaskatchewan Teachers’ Federation are based on roles andresponsibilities defined in legislation, provincial and school divisionpolicies, Federation bylaws, codes and standards, and provincial, localand inter-organizational agreements. Principals and teachers arecolleagues within the teaching profession who should work collegiallyto support professional practice.

Your professional relationship with your employer carries with it adistinct set of expectations, policies and procedures from that ofmembership in the teaching profession or the Federation. Positiveworking environments that support the best possible professionalservice and their development are a shared responsibility of teachers,administrators, employers, government, school communities andprofessional organizations.

Positive professional relationships in schools are characterized by:

• Principles of equity, fairness and collectivity.

• Common focus on teaching and student learning.

• Trust in the integrity, support and collaboration of colleagues.

• Timely, frank, open and respectful communication.

• Acknowledgement of individual and collective contributions andachievements.

Professional Relationships

Members of the teachingprofession are committed tomodelling positive values,practices and relationshipsthat create a uniquelySaskatchewan experience in public education.

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Teacher ProfessionalismTeacher professionalism and the regulation of the profession in Saskatchewan is acollective responsibility of individual teachers and their partners in education includingpost-secondary institutions, employing school divisions, a regulatory board andprofessional organizations. Working with students, parents and communities, thesepartners contribute to ensuring the integrity of the public education system.

Teacher regulation is interconnected and consists of six core areas:

• Teacher Education

• Certification and Registration

• Classification

• Supervision and Evaluation

• Professional Growth

• Standards and Discipline

In Saskatchewan, you must meet specific criteria to be called a teacher and hold a validteacher’s certificate in order to be employed as a teacher or principal in any publicly fundedschool. This includes a degree in education obtained through a university or teachereducation program. As of October 19, 2015, teacher certification is no longer theresponsibility of the Ministry of Education but the responsibility of the SaskatchewanProfessional Teachers Regulatory Board (SPTRB).

The qualifications for a teacher’s certificate remain the same. Saskatchewan teachereducation programs and certification requirements are approved by the Teacher Educationand Certification Committee of the SPTRB. This Committee consists of appointees fromthe SPTRB Board of Directors and other educational stakeholders including theSaskatchewan Teachers’ Federation.

You are also required to be registered on an annual basis with the SPTRB to be permittedto teach in Saskatchewan’s publicly funded PreK-12 education system. Registeredteachers are subject to the provisions of The Registered Teachers Act and the bylawsestablished by the SPTRB Board of Directors.

Teachers are classified for salary purposes based on their academic qualifications andthe type of teacher’s certificate they hold. The salary paid in each class is determined bythe Provincial Collective Bargaining Agreement. Classification is done by your employingschool division. It is your responsibility to furnish an official transcript confirmingcompletion of a degree(s) to your employer when first hired. When you improve yourqualifications and are therefore eligible for reclassification, it is your responsibility to applyto the employer for reclassification.



Teacher supervision is a planned, developmentalprocess intended to support teachers’ career-longsuccess and continuing professional growth. There area variety of approaches that can be used to support abeginning teacher in planning and implementingprofessional growth. These include:

• Professional growth plans

• Mentoring

• Professional portfolios

• Peer coaching

• Study groups

• Cognitive coaching

• Critical friends

• Action research

All of these processes are supportive of thedeveloping skills of beginning teachers, focus onidentifying resources and additional supports, andare individually developed by the teachers as theytake on responsibility for directing their own growthas professionals.

Teacher supervision is a documented and fair processindependent of and distinctly different from teacherevaluation. It is enhanced by the self-reflection ofprofessional practices and is supported by practicesthat encourage collaboration and collegial interactionalong with the continuous support of all levels ofprofessional staff.

Teacher Supervision and EvaluationThe process of supervision and evaluation is a critical element in beginning teachers’ growth as professionals.Teachers need to have administrators visit their classrooms frequently on both an informal and a formal basisto assist in supporting the development of professional skills. Both supervision and performance appraisalsserve to provide direction and assurance for novice teachers during the critical first years.

Teacher evaluation is a planned, developmentalprocess to support teachers’ career-long success andprofessional growth. There is a formal written appraisalor judgment as to an individual’s professionalcompetence and effectiveness at a particular point intime. An evaluation may also serve to provide a writtenrecord of teaching service. Teacher evaluation ischaracterized by the specific purposes and formalityof both the process and the recordkeeping that are involved.

The aim of performance evaluation is to:

• Establish a written record of professional service.

• Help celebrate teachers’ strengths.

• Assist teachers to grow and to develop in areasrequiring assistance.

• Assist in decisions regarding the retention of teachers.

Adapted from Regina Public School’s Administrative Procedures

(2007)

Each school division has its own establishedperformance assessment policy. These vary acrossthe province. As a beginning teacher you will want toaccess the policies and procedures for your schooldivision early in the year. Your principal will be a goodresource for you in explaining the entire process withinyour school division. The evaluation of teachers iscarried out to develop, implement and maintain aneffective program of education consistent withSaskatchewan’s curricular requirements.



As a professional, you should embrace supervisionand evaluation processes as opportunities forpersonal and professional reflection and growth. Indoing so, you should model respectful communicationand engagement.

The supervision and evaluation of teachers is bestconducted in a school and work environmentcharacterized by:

• Respectful and mutually supportive relationshipsthat cultivate trust among teachers, principals andout-of-scope administrators.

• Transparent, fair and unbiased practices anddecision-making that reflect the principles of naturaljustice including due process and notice.

• Policies, supports and resources that encourageteachers in achieving their own personal andprofessional aspirations and in meeting theexpectations of the employer.

An effective teacher supervision process should:

• Include the individual teacher’s personalexperiences, knowledge and aspirations for theirprofessional practice.

• Be conducted in collaboration with principals whopossess the professional responsibility, qualifica -tions and specialized training to identify theassistance and resources required to support theteacher’s success.

• Be complementary to other teacher supports andprocesses which foster effective teaching andlearning as well as student and teacher success.

An effective evaluation of a teacher’s practice andperformance should:

• Be informed by observations and informationgathered during supervision processes.

• Be conducted by out-of-scope administrators whopossess the professional responsibility, qualifica -tions and specialized training required to carry outsuch employee evaluations.

• Include a process for a teacher to be heard and toappeal the judgment should he or she believenecessary.



“ ”

Did YouKnow?

A frequently asked question is one similar to the following:My principal talks about my “supervision” and my“evaluation.” My colleagues talk about their “performanceappraisal” and “developmental supervision.” I don’tunderstand what all these words mean. Are they different?As a beginning teacher, what do I need to be concernedabout?

Different school divisions use different vocabulary tocommunicate similar processes. As a beginning teacher,you should expect that your principal or yoursuperintendent will be involved in the evaluation process.The purpose of evaluation is to make a judgment aboutan individual teacher’s competency at a given time and ina given situation. The purpose of supervision, on the otherhand, is to support teachers as they seek to improve theirinstructional practices. In short, evaluation is used tojudge your performance and supervision is used tosupport improvement.

A thorny issue is the distinction between supervision and evaluation. Bothare important, and they are closely related, but they are not the same thing.

Heller (2004), p. 71



Professional growth refers to the change in knowledge, skills, abilitiesor perspectives resulting from the continuous professional learning thatteachers intentionally pursue with the goal to further understand thenature of teaching and learning, enhance professional practice orcontribute to the teaching profession. Teachers’ professional growthbenefits teaching and learning and contributes to the betterment of theteaching profession as a whole. It is an inherent part of being a teacherand is an integral part of a teacher’s practice.

As a professional, you have the responsibility for seeking outprofessional learning and to self-direct your professional growth. Youshould also expect the autonomy necessary to exercise yourprofessional judgment in related decision-making at both group andindividual levels. Continuous professional learning should include abroad range of formal, informal and experiential learning opportunitiesthat are planned, meaningful and related to the general duties,responsibilities or aspirations of the teacher.

Consistent and meaningful access to high-quality professional learningopportunities is fundamental to teachers’ continued professionalgrowth. The creation of opportunities for teachers’ professional growthis a shared responsibility among teachers, employing school divisionsand government that depends critically upon the provision of time,resources and other necessary supports for teachers.

Professional Growth

The Saskatchewan Teachers’Federation is committed toachieving working conditionsand creating professionalopportunities that willattract, nurture and retainindividuals who arecommitted to providing high-quality public service.

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School divisions encourage their teachers to developan annual professional growth plan. When usedeffectively, such a plan can return significantprofessional results for you and your students. Yourplan should first be constructed as a response toyour students’ specific needs. As well, it should takeinto consideration the direction of the province. Whatinitiatives has the province identified as pressing forthe students of Saskatchewan? The school division?Your own school?

The more aligned the goals are to those of theprovince and the division, the more focused your planwill be. For example, perhaps your students havedemonstrated basic literacy deficiencies. Yourpersonal goals are to improve your students’ readingskills. You ask yourself what you can learn that wouldhelp your students to meet their literacy needs. Thisis also a stated goal of the school division (andconsequently of your school). In addition, the Ministryof Education has indicated this as a student learninggoal. There is both alignment and focus to yourprofessional development.

Think about this as three intersecting circles –personal goals, school/division goals and Ministrygoals.

There may be numerous aspects you want to includein your professional growth plan but try not to takeon too much initially. Keep your goals manageable

Personal

School/Division Ministry

and realistic. You want to ensure success for you andyour students.

Your professional growth plan might include:

• Specific learning activities in which you will engage.

• Possible ways the learning could translate into theclassroom.

• Descriptions of the impact the learning will havein the classroom.

• Description of resources that will facilitatelearning.

• Action plans to direct learning.

• Measures of the success of the learning activities.

• Reflective writing.

What a Professional Growth Plan Can Do for You



You are primarily responsible for the emergence of your professionalidentity. In other words, the impetus and the results of professionaldevelopment activity lie with you. Fortunately, you will have support andguidance for the journey you choose to take.

One of the strongest sources of support for professional growth is yourprofessional community. You may enjoy the insights offered by mentors,administrators, division consultants and colleagues in your school. Inaddition, you may wish to seek the assistance and empathy of othernew teachers. Taking Your Place in the Professional Community, theSaskatchewan Teachers’ Federation’s conference for beginningteachers, held in Regina and Saskatoon every fall, is an excellentopportunity to develop collegiality with other beginning teachers.

Professional Growth NetworksProfessional growth networks, organized through the Federation, provideanother opportunity for you to learn from colleagues in other parts ofthe province. Some of the professional growth networks are organizedaround a specific discipline (English language arts, mathematics,career/work education, etc.) while others are interdisciplinary or focuson the provision of services for a particular group of students (earlychildhood education, middle years, Aboriginal education, etc.).

Some professional growth networks offer a complimentary one-yearmembership to new teachers. Look for details at the conference forbeginning teachers or use the coupon in Appendix L to apply for this freeone-year membership. Information about professional growth networkscan be accessed through the Federation website, www.stf.sk.ca.

The Saskatchewan Teachers’Federation supports studentand teacher success byaddressing a wide range ofissues and needs regardingteacher professionalism andthe quality of education.

Where to Look for Professional Guidance and Support

CONNECTINGto the

Commitments



Professional Growth OpportunitiesThe Saskatchewan Teachers’ Federation offers a number of professional growthopportunities, supports and services to assist you in achieving your personal professionalgrowth plan. Our staff works closely with teachers from across the province to plan anddeliver a wide range of exciting and innovative professional growth opportunities.

You can find information about these opportunities, supports and services online atwww.stf.sk.ca or in the STF Professional Growth Opportunities catalogues published twiceannually. The catalogues provide a detailed listing of workshops, events and courses thatsupport personal and professional growth as well as information on professional growthnetworks and other related activities. We encourage all members to participate in theseofferings that have been developed and are delivered by teachers for teachers.

Saskatchewan Professional Development UnitA number of professional growth opportunities and services are created and facilitated bythe Federation’s Saskatchewan Professional Development Unit. SPDU staff work closelywith a provincial facilitator community consisting of educators from across the province toplan and deliver a wide range of exciting and innovative professional growth opportunities.

In addition to provincial offerings covering early learning, honouring diversity, literacy,numeracy, leadership or curriculum, instruction, pedagogy and assessment, SPDU workswith staff in schools on topics such as instructional strategies, classroom management,developing positive school cultures, conflict resolution and professional growth planning.They also facilitate workshops at teachers’ institutes, conventions and professional growthnetwork events, and provide support in the creation of resource documents.



Stewart Resources CentreThe Stewart Resources Centre, located in Saskatoon, is your professional library. With acollection of over 26,000 books and audio-visual resources, 140 journals, a selection ofteacher-prepared units, plus a friendly and knowledgeable staff, the Centre is able to meetyour classroom, research and professional development needs.

Most materials may be borrowed by educators in Saskatchewan for a period of four weekswith the option to renew. Prepaid return mailing labels are provided for print materials sentoutside Saskatoon. Requests for information and resource research or to borrow materialsmay be emailed to the Centre using a form available on www.stf.sk.ca. If you are lookingfor resources to supplement your classroom instruction, and you do not know exactly whatresources are available, simply include the subject and grade level (if applicable) and thestaff at the Centre will do the rest.

McDowell FoundationThe McDowell Foundation is an independent charitable organization that funds researchinto teaching and learning in publicly funded elementary and secondary schools inSaskatchewan. It was established by the Federation in 1991 to provide funds and supportsto teachers for classroom-based research projects. You can find more information aboutthe Foundation’s programs and services as well as the results of these teacher-led projectsthrough its website at www.mcdowellfoundation.ca. Teachers at all stages of their careersare also encouraged to attend the Foundation’s annual conference, Learning From Practice,where teachers present their research results and network with colleagues.



Professional Standards and DisciplineProfessional self-regulation is a privilege that isadministered in the public interest and with publicparticipation and reporting. As a certified andregistered teacher with the Saskatchewan ProfessionalTeachers Regulatory Board, you are subject to theprofessional standards of conduct and competenceestablished in law by The Registered Teachers Act andin regulatory bylaws established by its Board ofDirectors and approved by the Minister of Education.

The Saskatchewan Teachers’ Federation alsocontinues to have a legislated mandate to ensure thatits members maintain a high standard of professionalconduct and teaching practice through theadministration of its own code of conduct, standardsof practice and code of collective interests.

While the various conduct, competence and collectiveinterest principles may be intimidating for newteachers, you should view them as a starting point tothink about the kinds of issues or circumstances theyaddress. One of your responsibilities as part of a self-

regulating profession is to regularly reflect on theexpectations these codes and standards confer onmembers and how you can use them to support yourown professionalism.

All members of the teaching profession should seethemselves and their work in the codes andstandards. At the same time individual teachers willsee their situation as somewhat unique. As you doreflect on what the codes and standards mean foryour own practice and personal conduct (on and offduty), it is essential to keep exploring thecomplexities of teachers’ professional identity,practice, contexts and relationships.

The procedures to adjudicate professional complaintsby the Regulatory Board or the Federation should bebased on the principles of natural justice and dueprocess. They should be designed to focus onprofessional conduct and practice, not personalities,and to protect individual teachers from frivolous ormalicious complaints.

Saskatchewan teachers are committed to adapt and evolve throughreflection, lifelong learning and collegiality, and provincial pride thatcontributes greatly to the quality of all our lives.

CONNECTINGto the

Commitments



Concerns RegardingProfessionalismQuestions or concerns about an individual’s teaching practice orprofessional competence should always be raised first with the teacher.In most cases, taking this step will address the issues that anadministrator, teacher colleague, parent or other individual may have.

Teachers have an ethical responsibility to take their concerns first tothe colleague in question. As noted in STF Bylaw 6 (Ethics andStandards of Practice) Section 6.5.6, teachers must “… inform anassociate before making valid criticism, and inform the associate of thenature of the criticism before referring the criticism of the associate toappropriate officials.”

Before approaching a colleague with their concerns, teachers areencouraged to contact a Federation senior administrative staff memberfor advice and assistance. It is not a violation of the Code of Ethics fora member to make this request. The role of the Federation’s staff inthese kinds of situations is to help clarify issues and procedures, notto judge or penalize members.

If questions or concerns about an individual’s teaching practice orcompetence continue after a discussion with the teacher has occurred,the next step is to elevate the questions or concerns to the principaland/or the employing school division.

When questions or concerns are not resolved at the school or divisionlevel, they may be reported to the Federation or SaskatchewanProfessional Teachers Regulatory Board.

In any situation, the teacher involved should seek advice and assistancefrom Federation senior administrative staff.



As a member of the Saskatchewan Teachers’Federation, you have access to a variety of servicesand supports from our senior administrative staffincluding advice and assistance regarding a widerange of professional matters such as teachercertification and registration, supervision andevaluation, professional growth, standards anddiscipline. If you are experiencing challenges at anytime, senior administrative staff can assist withtimely and effective coaching, alternatives andsolutions that serve to resolve issues and encouragerespectful relationships.

If you are contacted by the SaskatchewanProfessional Teachers Regulatory Board in relation toa professional complaint, you are stronglyencouraged to immediately contact the Federation.Senior administrative staff can provide vitalinformation on your rights and responsibilities duringSPTRB discipline proceedings and are working toensure the system of teacher regulation inSaskatchewan remains grounded in the principles ofnatural justice and due process.

Teachers may wish to explore the implications of theirprofessional codes and standards with colleagues intheir school, local association or other settings. Asthey do so, they may want to access theSaskatchewan Teachers’ Federation programs andservices regarding teacher professionalism. Forexample, the Federation:

✔ Encourages and supports teachers at theprovincial, local association, school staff andindividual levels to create and carry out profes -sional development plans.

Federation Programs and Services✔Offers various professional development oppor -

tunities regarding teacher professionalism (e.g.,pre-service workshops, Code of Ethics and ethicaldecision-making workshops, beginning teacherconferences, sessions at teacher conventions, etc).

✔ Promotes the professional development activitiesof professional growth networks.

✔Maintains an extensive professional resourcecollection and reference service (StewartResources Centre).

In addition, the Federation:

✔ Provides information and advice to membersregarding professional matters.

✔ Promotes teachers’ understanding and practice ofteacher professionalism including the principlesand ideals of professional competence, profes -sional ethics and collective interests.

✔ Advocates strengthening teacher professionalismin various ways including promoting betterunderstandings of teachers’ professional needsby educational partners and stakeholders.

✔Supports and works with various affiliates andpartner organizations with a focus on teacherprofessionalism initiatives.

Visit the Federation’s website, www.stf.sk.ca, orcontact one of the offices in Saskatoon or Regina formore information on programs and services forSaskatchewan teachers.



Did YouKnow?

There are many ways for new teachers to become involvedin the activities of the Federation. You may serve oncommittees, draft resolutions to be considered at theAnnual Meeting of Council, attend Federation-sponsoredprofessional development, avail yourself of materials atthe Stewart Resources Centre, apply to evaluate learningresources, contribute articles to the Saskatchewan Bulletinor become a member of a professional growth network.Remember that your most important commitment to yourprofessional organization is to strive for excellence in yourpractice.



Other Considerations About ProfessionalismBeing a teacher in the 21st century has its own set of professional issues. Teachers hold a position of trustwith students and are expected to model ethical and appropriate cyber conduct. You need to be aware ofyour “cyber-responsibilities.” The Canadian Teachers’ Federation (www.ctf-fce.ca) has developed the site,Cybertips for Teachers, which provides, among other key issues related to the use of social media, guidelinesfor professional behaviour. The Canadian Teachers’ Federation warns teachers to be prudent both at workand at home in their use of technology.

At work:✔Maintain exemplary professional standards when

sending email messages to students, parents,colleagues and administrators. Use a “teacher”voice.

✔ Always keep a copy of your email messages. Visitappropriate websites only.

✔Keep your password to yourself.

✔Refrain from sending personal email from yourschool’s email account.

✔Remember that your employer has access to allyour messages and all the sites you have browsed.

✔Do not use your employer’s equipment to engagein activities related to a second job you may have.

✔ Ask friends to send personal messages to yourpersonal account.

✔ Immediately delete private messages (andattachments) that friends may send to you on yourschool account.

✔Use spelling and grammar checks.

✔Don’t send unnecessary attachments with youremails.

✔ Turn off your computer when you are not around.Use a signature that includes your name, the schoolname and your assignment title if you have one.

✔ Include the subject line on emails.

✔Respect all copyright laws.

At home:✔Do not use your personal computer to contact

students and parents.

✔Do not allow any images of yourself to be postedon any site without appropriate security safeguards.

✔Do not post information about yourself on socialnetworking sites.

✔Do not post criticism of colleagues, students,administrators or your employer on social net -working sites.

✔Do not share information about students,colleagues or administrators.

Nothing is truly private when you use digitalcommunication. Anything can generate unintendedconsequences far into the future.



Professionalism involves myriad aspects of attitude and behaviour,including some you may have never consciously considered!

• When a parent or caregiver stops you in a public place to ask abouttheir child, you should tell them you will call or set up a time whenthey can come into the school. Confidential conversations are notconfidential at the shopping mall.

• Dress appropriately. Ask about dress expectations at the school.

• Be on time. That’s both you and your paperwork. In fact, often beinga bit early can “de-stress.”

• Get into the habit of using appropriate language. A teacher wouldn’tteach the wrong subject matter. The same applies to language usage.

• Remember, especially if you are working in a small centre, that youlive in a fish bowl. All eyes from the community are on you. You arestill a teacher even if it is after hours.

• Follow the school rules and policies of the district. You are anemployee of the school division and must abide by the establishedguidelines.

• Use the school telephone for school business only.

• Turn your cell phone off while involved in professional activities atschool or set it to vibrate.

• Be respectful when speaking about your students and colleagues.

• When you begin teaching you may be only slightly older than yourstudents. It is particularly important that you ensure thatrelationships remain professional and strictly teacher-student. Yourstudents have their own friends and you are not one of them.

• Avoid the negative talk that can develop within the staff room.

Adapted from Martin and Brenny (2005)



ResourcesThompson, J. (2013). The first-year teacher’s survival guide: Ready-to-

use strategies, tools and activities for meeting the challenges of eachschool day (3rd ed.). San Francisco, CA: Jossey-Bass. The first section of this resource is entitled Know What it Means tobe a Twenty-First Century Educator. The section discusses topicssuch as challenges of a changing profession and how to managethese challenges successfully, action research, reflective practice,maintaining sustained professional growth and learning fromexemplary teachers.

What Saskatchewan Teachers Do

What S

askatchewan Teachers D

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Wha

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Tea

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School Rhythms and RoutinesWhat Happens When?You have signed a contract and may have at least a hundred questions that you would like

answered. That’s normal and your future administrators expect it, but don’t wait until school

opens for all the answers. If good fortune is smiling on you, you know your placement in the

spring and school is still in session. Go check it out. Once school starts, you will have enough

on your plate. Any contacts you can establish and any information you can gather now will stand

you in good stead later. Besides, if you are moving to another town, you need to make sure that

you find a place to live. Make an appointment with your principal when he or she will have

sufficient time to spend with you and come with your questions in hand.

School Rhythms and Routines: What Happens When? | 101


When You Go to Your School for the First TimeAsk your principal:

• If there is information about division goals and initiatives. Are these available onlineor are print copies accessible? Inquire about the professional development focus foryour school.

• About recent information provided to the teachers, professional materials that weregiven and books that were read by the faculty. If you have this information in advance,you will be able to get up to speed rather than playing catch-up.

• About specific teaching and extra-curricular opportunities.

• Whether the school division has an electronic networking system and, if it does, howyou can obtain privileges.

• About what is involved in the professional supervision and evaluation cycle and whetherthere is a mentoring program at the school and/or division.

• About the community from which your students come. Ask about busing. How couldthe community be described? In what ways are parents or guardians involved in theschool? What is the school doing in the way of partnerships?

• About access to the school. Keys? Security systems? Access hours?

• When a tour of the school could be arranged, including where you can get classroomsupplies, equipment and where you can park.

• If there is an orientation package. The package may have a student or staff handbookthat provides information about school policies and practices. Read this informationcarefully.

102 | School Rhythms and Routines: What Happens When?


If your school does have an orientation package itmight include the following information. If there isn’tan orientation package, you might want to ask aboutsome of these items:

• A schedule of a typical school day, with dismissaltimes, recesses and breaks noted.

• A schedule of any alternate days.

• A list of staff members (with photographs?) andtheir assignments.

• A list of staff phone numbers and email addresses.

• The name and telephone number of your mentor orother colleagues willing to be of assistance.

• A list of paraprofessional staff (with photographs?)and the tasks for which they are responsible.

• The names, job descriptions and contact infor mationof all support staff available (e.g., communityliaisons, school counsellors, instructional con -sultants, psychologists, speech pathologists, socialworkers).

• School discipline policy.

• School assessment policy.

• School mission statement or philosophy.

• A “first-day” checklist, including ideas about storageof extra materials, classroom routines, etc.

• The location of teacher washrooms, mailboxes,supplies, photocopier, computers and telephones.

• The location of resources and equipment, includingsign-out policies and procedures.

• A description of bookkeeping procedures (e.g., whatexpenses will be covered, how to be reimbursed forexpenses, how to collect and submit fees, how toissue receipts).

• A school year calendar with dates indicated forprogress reporting, parent conferences, profes -sional development days and holidays.

• The location of student records (e.g., medicalinformation, contact phone numbers, cumulativefolders).

• Your local association directory.

• A community resource directory with contactinformation for agencies and organizations thatmight support your work with children and youth.

• Procedures around arranging for a substitute teacher.

• Maps of the school with fire exits.

• A copy of the school’s Learning Improvement Planand school mission statement.

• A copy of the division’s strategic plan.

• Research articles concerning school and divisiongoals and initiatives.

• Recent articles on instruction and assessmentespecially regarding the need for variety.

• The location of student records - cumulative folders,contact phone numbers, medical information.

• The school’s attendance procedures.

• A list of who’s who in the school division includingthe names and job descriptions of supportpersonnel.

• LINC agreement.

• Guidelines for professional behaviour.

• The evaluation and reporting process timetable andforms.

• Addresses of important websites such as theMinistry of Education, the Federation, the schooldivision.

Orientation Package



• Planning templates.

• Samples of forms that will be encountered duringthe year/semester.

• Information on working with support personnel (Seewww.stf.sk.ca).

• Parking allocations.

• Staff room expectations.

• Information on staff funds (i.e., possibility ofdelaying payment until later in the year).

• --------------------------------------------------------------------------------------------------

• -------------------------------------------------------------------------------------------------

• -------------------------------------------------------------------------------------------------

Unfortunately, the reality for many beginning teachersis that they are hired after school is alreadyunderway. If this is the case for you, then do nothesitate to find out the essentials as soon as youcan. Ask your administrators to tell you the mostimportant things they think you should know as youdive in.

Make sure you are aware of basics such as:

• School calendars, including reporting periods.

• Assessment and evaluation expectations.

• Any assessment software used by the school.

• Any division or provincial student assessments.

• School protocols.

• Teaching and extra-curricular expectations.

• Arrangements for substitute teachers (see AppendixD for a template you can adapt).

If you are fortunate to be hired before school begins,it is a good idea to familiarize yourself with theneighbourhood in which your school is situated. Walkor drive around the neighbourhood to get a betterunderstanding of your future students’ home milieu.

Make as many arrangements as you can for your ownliving needs. Do you want to live close to the schoolso you may walk? Would you prefer to find a placefurther away possibly creating a separation betweenwork and home? Could anyone at the school help youfind suitable accommodations?



Getting ReadyLike a road guide for a long journey, planning is vital. Planning and preparation begin the moment you acceptyour teaching position. If you are privileged with the good fortune of being hired prior to school opening, thereare many ways you can use your time to prepare for your assignment.

You will soon discover that there is a particular rhythm associated with a school. Even though all buildingsare different, there are patterns that can be predicted. This seasonal checklist is intended to alert you tosome of these events in order that you can “keep on top of things.”

✔ Explore the school division’s website (and the school’s too if thereis one).

✔ Explore what is offered on the website, This is the Classroom(www.thisistheclassroom.ca).

✔Read the information you have obtained from your school visit.

✔Check out some of the resources suggested in this handbook.

✔Review curricula for your grades and subjects. (All are available online at www.education.gov.sk.ca).

✔Search out resources to support your instruction.

✔Consider first week (and particularly first day) plans. How will you introduce yourself? How willyou establish classroom procedures? How will you physically set up your classroom? Whatshould be included in course outlines? (See Tips for Starting Out in Appendix E).

✔Create a file with some “generic” emergency lessons for those times when an assembly iscancelled or for another reason when you end up with unplanned extra time during the day.

✔Create a file for each unit that you will begin at school opening.

✔Begin a personal, reflective journal.

✔Draft an introductory newsletter to be sent home with students on the first day.

✔Consider how you will create a comfortable learning environment for you and your students.

✔Begin to understand the acronyms and abbreviations used in the profession. Turn to Appendix Fto facilitate your acronym literacy.

youcan!



FallAugustSchool starts for teachers in late August, before your students arrive.Your world may be full of the “hurry scurry” of meetings, a plethora offorms, and, it seems, a myriad of details. It is during these days thatyou should consider the following items which may apply to yourteaching situation. Even if you arrive later in the year, it is worthexamining these items and attending to them as soon as you can.

“”

The classroom is changing. Each day is different, and each day isimportant. Each day, teachers adapt to meet the unique and changingneeds of students. And, at the end of the day, it’s the relationship betweenteachers and students that contributes to learning success.

ThisIsTheClassroom.ca

SeptemberThe school division calendar specifies the first day of classes forstudents. Try to get some rest before the first day with students. Don’tbe too concerned about the butterflies in your stomach. This mixture ofanxiety and excitement is absolutely normal. Many teachers admit that,regardless of how long they have been teaching, they feel somenervousness at the beginning of each new school year. Some admit theycan’t sleep the night before school begins. One of the biggest stressorsfor new teachers is often the very first few minutes with their students.Try to look relaxed and confident. That will come more naturally if youhave everything as prepared as you possibly can. Also, anticipate thatthere are a lot of organizational details to attend to during the first fewdays that will eat into instructional time. Oh yes, and at the end of yourfirst week expect to be really, really tired!



✔Create a personal wellness plan and adhere to it. (Please read thesection, Life Balance: What About My Needs? in this handbook.)

✔Obtain up-to-date class lists.

✔Determine who your Federation school staff liaison is.

✔ Talk to other teachers with similar assignments to plan and share ideas.

✔Review the cumulative files, which inform about special considerations that students maypresent (e.g., medical information, special learning needs, recommendations from feederschools, etc.) as well as reviewing files from special education teachers.

✔ Ask your mentor (or an experienced teacher if there is no mentor) to meet and review yourplans for the first few days of classes.

✔Set up regular times to meet with your mentor.

✔Meet with educational assistants to discuss expectations.

✔Meet with English as an additional language teachers to talk about how you will collaborate.

✔ Arrange to meet with your principal to discuss the supervision and evaluation plan for theyear. Be sure you understand the difference between “supervision” and “evaluation.” Possiblyschedule monthly meetings, as it is desirable to spread out your developmental supervisionover the school year.

✔ Familiarize yourself with resource room services, counselling procedures and coursemodification, especially as these services might apply to students with special needs orstudents who may be considered as “at-risk.”

✔ Polish your newsletter to the parents, including any information you are told by your principalto provide.

✔Create a welcome package to hand out to your students on the first day. This could contain awelcome letter from you, a student information sheet, a letter for the parents/caregivers, acourse syllabus (secondary schools), and one or more handouts that outline classroom andhomework procedures. An opening day package will look different according to the grade orsubject taught, but at the elementary level it may include forms from the principal, yourpolished newsletter and a supply list.

✔ Ensure you understand the financial policies and procedures for such things as fee collection.

✔ Familiarize yourself with audiovisual resources.

✔ Become familiar with the school’s photocopying and videotaping policies.

✔ Locate and organize all necessary classroom supplies.

✔ Designate bulletin boards for displaying student work, a calendar for students’ assignmentsand reminders, and a homework board.

youcan!



✔ Set up the physical layout of your classroom, making sure there are enough chairs, desks ortables for each student (see Appendix G for suggestions). Also set up any special areas of theclassroom (e.g., learning centres, classroom libraries, computer areas).

✔ Locate all necessary textbooks and handouts.

✔ Finalize (and rehearse) your first lessons.

✔ Review emergency procedures. (Fire drills are very common in the fall before it gets cold, somake sure you know the exit routes.)

Your Commitments as You Begin Your Journey• Focus on your students. Tell them a little about

yourself (but not your life story).

• Remember to move around the classroom. Objectslike podiums create barriers between you and yourstudents.

• Learn student names as quickly as possible andmake sure you are pronouncing and spelling namescorrectly. Plan an activity that centres on learningeach student’s name and something about eachstudent.

• Firm up your long-range curricular plans for the yearkeeping your students’ interests and needs in mind.

• Begin collecting copies of assessments andrecords of student grades.

• Save a copy of all handouts, exams, etc., to placein your files. Ask teachers if they would share someof their favourite materials for your files. Even if youare not teaching that grade or subject now, you maybe in the future.

• Ask your principal to support your attendance at theFederation’s conference for beginning teachers,Taking Your Place in the Professional Community,held in Regina and Saskatoon in the fall.

• If your school has parent volunteers, now is thetime to organize them.

• Set up a time to observe a lesson taught by yourmentor (or other experienced teacher).

• Ask your principal or your mentor about the way inwhich events are celebrated in your school. Someassemblies, school dances or other activities (e.g.,Halloween, Remembrance Day) may excludestudents. Be careful to ensure that you avoidplanning important events, such as field trips orexams, on sacred days that your studentscelebrate. Be aware of holidays that students andtheir families may not celebrate.

• Check the accuracy of your first month’s paychequeand then enjoy.



OctoberSchool is in full swing by October and you will havethe sense that there is never enough time to doeverything you want to do. However, be sure to findyour way to the staff room for some socialinteraction.

• Attend Taking Your Place in the ProfessionalCommunity, a conference for teachers in the firstfive years of their career.

• Standardized tests such as the Canadian Test ofBasic Skills and Canadian Achievement Tests areoften administered in the fall. Ask your principalfor the names and dates of any such testing thatmay occur. If standardized tests are to beadministered at your grade or subject during theyear, find out all you can about these tests. Whatis being measured? What is the window foradministration? Are there any students who are tobe exempted? When are the results available?How are results shared with parents?

• Are other provincial assessments administered atyour grade level? For example, if you are teachingGrade 12, your students may be writing provincialexaminations at the end of each semester. Take a

look at the Ministry of Education’s Assessmentsite: www.education.gov.sk.ca/programs-services.Ask your principal or mentor for more informationabout these evaluations.

• October marks World Teachers’ Day and EducationWeek in Saskatchewan. Be sure you are aware ofany plans for your school’s recognition during thisweek. Accept any affirmations that you receiveduring this time (and anytime).

• Connect with your administrator or teacher mentorfor help preparing the progress reports. Also, readthrough the section on progress reporting in thishandbook.

• Prepare for parent, or in many schools, three-wayconferences (see Appendices I, J and K for relatedtemplates). After the conferences, think about(and record) things you might want to change fornext time.

• Ask your principal or mentor about professionaldevelopment opportunities and how to apply forfunding to attend these events.

• Read the Saskatchewan Bulletin.

Some Advice

Regarding classroom management, sometimes you need to choose your battles. Newteachers often mistake discipline issues (i.e., truly disruptive behaviour) with offensivebehaviour (i.e., “Math is so boring, I just hate it!”). The disruptive behaviour demandsyour attention, but some comments do not. Devote your management time to behavioursthat do not allow all students to learn in a respectful manner. Try not to take the boringcomments too personally.

When students ask why they have to take this stuff, the reflective teacher will seize uponthis as an opportunity to articulate the reasons, having thought it through previously.



NovemberBy November, beginning teachers are well into their first year as a teacherbut not yet at winter holidays. Ellen Moir captures the Phases of First-Year Teaching (1990), illustrated below. A new member of the professionmay experience concern about competence and commitment. As onebeginning teacher described his first November in the classroom, “I maybe mixing my metaphors, but I felt like water swirling down the drainwondering who I could call while I was hanging onto the end of my rope.”Reassure yourself that it is not just you trying to cope. Others have feltthis way too. This would be a good time to maintain your connections tothe other beginning teachers you met at last month’s conference. Theseteacher cohorts can offer important personal and emotional support andencourage reflection, as well as become a forum for problem solving.

Phases of First-Year Teaching (Moir, 1990)

Phases of First-Year TeachingAttitudes Toward Teaching

Anticipation

Disillusionment

Survival

Rejuvenation

Reflection

Anticipation+

–

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul



You have been teaching for over two months and it may be time to revisityour wellness plan. It also seems new teachers particularly are oftenprone to catching every bug going around the school. Trying your bestto stay healthy and keep your life in balance may help you through whatcan be a rough period. First and foremost, look after yourself. Thinkabout flight attendants who tell you to don your air mask first, beforehelping children with theirs. The same idea can be applied to your world.Look after yourself first so that you are better able to help others.

A couple of months into the school year is a good time to pause andreflect.

• Reflect on the variety of instructional strategies that you have usedthus far.

• Reflect on how you have implemented assessment tools in the firstterm. What would you like to modify for the next reporting term?

• Reflect on the missteps you may have made thus far. Accept that youare human, learn from them and then move on. Remind yourself thatteachers who never fail in their lessons are the ones who rarely tryanything new or innovative. Cowley (2003) tells us to keep a senseof humour at all times and never take ourselves too seriously. “Afterall,” she says, “even in your worst lesson, nobody dies” (p. 19).

• Reflect on the mentor relationship that you have established. Is itgoing in the direction that you had hoped? What do you anticipatewill be some areas of focus in the months ahead?

Saskatchewan teachers arecommitted to adapt andevolve through reflection,lifelong learning andcollegiality.

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WinterDecember December is a time where, regardless of the grade level taught, thereare bound to be interruptions. Be patient and flexible. Also, rememberthat for many of our students, this may well be the most stressful timeof their year.

• Think about how you can celebrate the diversity of students in yourclass(es) as you approach the holiday season. Are all your studentsincluded in winter festivities? How can you ensure they are?

• Think about how you can organize projects and assignments so thatyou can have a “little or no work” vacation.

JanuaryJanuary is the beginning of a new year and you have come backrejuvenated and ready to give your all again.

• Discuss the progress of your supervision and evaluation cycle withyour principal.

• Review November’s assessment and evaluation modifications withyour principal or mentor.

• If you are teaching at the secondary level, you may be preparing andadministering final exams. Is there a common exam for your subject?If there is no common exam, ask your mentor to review yourexamination instrument(s) with you. If you are teaching Grade 12,there will be provincial examinations to be administered.



FebruaryFebruary is a short month but usually a busy one. Secondary teachers begin a newsemester starting new classes and meeting new students.

• Ask about any outdoor education opportunities that might be available to your studentsin the spring. Find out how to register for them.

• Ask your principal if you are to complete and submit any documentation for studentplacements for the following year (e.g., admission into special programs,recommendations for Grade 9 placements, etc.).

• Begin preparing for farewell or graduation programs and events, if applicable.

• Mid-year professional development activities are common during this month. Make sureyou are aware of these events.

• Consider asking your principal to support your attendance at a professional conferencein the spring or summer. Find out how funding for conferences works in your school andin your school division. Numerous conferences are advertised in the SaskatchewanBulletin. Plan to attend a summer short course or workshop. These short courses arevery popular with the province’s teachers and will give you a chance to meet teachersfrom other school divisions who share your interests.

MarchMarch signals reporting time again. If you have been carefully monitoringand documenting student progress all along, you will find this period lesstime-consuming and conferences less daunting.

• Initiate any conferences with parents or guardians that you think arenecessary at this point in the term. Parents need to hear about problemswhile there is still time to address them. A parent conference should notbe the first time a parent learns there are issues. Regular teachercontact throughout the year prevents this situation.



SpringAprilIn April, you begin to realize that spring is just around the corner andyou start to wonder how you can get everything done before the endof the year.

• Determine future options. Ask for advice about plans andpossibilities for next year. Possibly meet with the school division’shuman resources department to discuss options.

• If you are expecting that you will be teaching in a different setting,begin to collect ideas and resources to support your change.

• Review pre-assessment information in order to support yourstudents.

• Start to organize year-end field trips.

The Saskatchewan Teachers’ Federation providesprofessional opportunities to support individualscommitted to providing high quality public service.

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May and JuneYour first year as a classroom teacher is coming to an end in May andJune. You may well marvel at how much you have learned. There areseveral things you should be doing at this time.

• Meet with your principal and superintendent (if possible) to reviewyour evaluation for this school year. Be sure you read your evaluationcarefully and think about what growth it might prompt for you in themonths and years ahead.

• There may be a lot of excitement in your classroom with theanticipation of holidays, but learning should still be taking place.Maintain the same expectations, rules and, as much as possible, thesame routines.

• Praise your students for their hard work and accomplishments overthe year.

• Ask students to supply feedback to you as they reflect on their year.Depending upon grade level, have them write you a letter, answer asurvey, draw a picture, etc.

• Look for opportunities to serve your professional community byparticipating in your local association, a professional growth networkor advisory committee in an area of special interest.

• Prepare for the final student reporting for the year.

• Ask your principal for a copy of the year-end procedures that you areexpected to complete.

• Send a thank-you note to the people who helped you out during the year.

• Organize your files, place confidential files in a secure place and packyour things away so that the custodian will be able to thoroughly cleanover the summer.

• Meet with your mentor and your principal to evaluate the inductionprogram. What works? What could be improved?

• Offer suggestions to your principal regarding the content of theorientation package and the first-day-of-school checklist. He or shewill appreciate another perspective and another “set of eyes.”



SummerThis is the time for you to celebrate your year, relax and recharge! Youhave earned your “time out.”

STF Website

Set some time aside to explore the Saskatchewan Teachers’ Federation website,www.stf.sk.ca, during your first month of teaching. You will find a wealth of informationand ideas on teaching in Saskatchewan including:

• The Code of Ethics, Standards of Practice and Code of Collective Interests.

• Teacher professionalism.

• Advice and assistance.

• Professional resources.

• A specific section for beginning teachers.



Gross Pay – This is the amount you are paidbefore any deductions are removed. Complete paygrids are available on the Federation website, atwww.stf.sk.ca.

Net Pay – This is the amount that you receive afterall the deductions from your gross pay have beentaken.

Canada Pension Plan – This is the deduction forthe contributions that you make to the CanadaPension Plan.

Group Life Insurance – As a member of theFederation, you are eligible to receive coverageunder the Teachers’ Group Life Insurance Plan.You may read more about the life insurance planby requesting an information pamphlet from theFederation or by visiting www.stsc.gov.sk.ca/group.

STF Income Continuance Plan – The IncomeContinuance Plan allows for a teacher with a long-term disabling condition to receive a portion ofhis or her salary. Complete information isavailable from the Federation office.

Professional Fees and Dues – The monthlydeduction for STF fees is used to support thework of the Federation.

STF Contingency Fund – The Contingency Fund isused to provide financial support in a variety ofcircumstances.

Saskatchewan Teachers’ Retirement Plan –Teachers make contributions to a retirementpension plan on a monthly basis. The contribu -tions to your pension are managed through theSaskatchewan Teachers’ Retirement Plan. Youshould fill out a Beneficiary Designation form toname a beneficiary for survivor benefits. To learnmore about your pension plan, contact the STRPoffice (1-800-667-7762; or 306-373-1660 inSaskatoon).

Charitable Donations – You may be asked if youwant to make monthly donations to non-profitorganiza tions from your cheque, (e.g., the work ofthe McDowell Foundation, which supports teacherresearch).

Monthly and Incidental Payments – Somedivisions may request that you indicate pay forsome services in cash or by payroll deduction.Your parking fees or your local association feesmay be collected in this way.

So, Where Does My Paycheque Go?



Did YouKnow?

A frequently asked question is what is “reconciliation on a paycheque”?From time to time, employers need to make an adjustmenton your cheque that might reflect a change in the amountthat is paid or deducted. This may happen if the numberof teaching days changes or if a rate of deduction needsadjustment. Example: if your employment insurancecontribution changes.



Saskatchewan Bulletin

The Saskatchewan Bulletin is the regular tabloid newspaper of the SaskatchewanTeachers’ Federation devoted to topics of interest to teachers in their professional lives.It provides timely news stories, features and photo coverage about important activitiesin Saskatchewan’s K-12 education sector.

The Bulletin is distributed to school principals, teachers, substitute teachers, associatemembers, teachers on education or sick leave, supervisory assistants, superannuates(upon request), directors and secretary-treasurers of school divisions, school trustees,Ministry of Education officials, members of Parliament, MLAs, provincial teacherorganizations, libraries, education college faculty and students, and others interestedin education throughout Canada. It is available free of charge.

Contributed material for the Bulletin is welcome and will be used when possible. Allmaterial is subject to editing. Opinion pieces, in the form of letters to the editor orpersonal viewpoints, are also welcome. Letters should be kept to a maximum of about200 words and viewpoints to about 600 words. They may be subject to editing.

All submissions must include the writer’s name, address and phone number. To be considered for a particular issue, contact the Bulletin at 1-800-667-7762 (306-373-1660 in Saskatoon) for the copy deadline.

Requests for coverage by Bulletin staff should be made at least three weeks before theevent.

Life BalanceWhat About My Needs?

W ellness is often something that we only consider when we become ill or are facing a

crisis in our lives. Then we can hardly wait to become well, vowing that we will never

again let ourselves get run down or ignore what is important. However, wellness depends on

daily lifestyle and life choices, and the first months of teaching can play havoc with those choices.

Life Balance: What About My Needs? | 121


“ ”

As a first-year teacher, you are going through a transition from being a student to being a professionaleducator. A transition like this involves a redefinition of your own identity. You are probably recognizing thatthis new set of professional expectations is demanding. It is not unusual for beginning teachers to feeloverwhelmed by a workload that at times involves working late into the night, on weekends, over lunch andat recess. Does this sound like you? Are you possibly getting pressure from your family to spend more timewith them? Do your friends wonder why you’re not meeting them for coffee anymore? When you do catch upwith them, do you find your mind drifting to what you are going to do in your second period class?

Sometimes visualization is useful. Imagine your life as a pie chart. Diagram the slice of the pie that wouldbe exercise. Add the slice that would be your social activities. The slice that would represent rest. (Youremember rest?) Now draw in the piece that would correspond to work and work-related activities. Does thepie chart look balanced to you?

Striking a balance may not be easy, but it is a fundamental component of personal wellness. The Universityof Regina’s Instructional Development Unit conducted research in 2013 entitled, The Challenges ofIntensification Confronting Saskatchewan Teachers’ Professional Time. One theme that emerged from thisresearch involved the increasing pressures on teachers’ personal lives and on their health and well-being.Early in your career you should be addressing wellness issues in order to establish that required balance ofsocial, physical, mental and spiritual, as well as professional needs. A summary of the SaskatchewanInstructional Development Unit’s research is available at http://ourspace.uregina.ca.

We all know the first year of teaching can be very stressful. There’s a steeplearning curve.

Dr. Ron Martin, University of Regina, as quoted in the Regina Leader Post, April 3, 2014

The first years of teaching are filled with high expectations, excitement,anticipation and lots of change. You are facing a challenge that allbeginning teachers face – striking a balance. Balance in our lives doesnot happen incidentally; it needs to be planned for.

122 | Life Balance: What About My Needs?


Personal Life and Work LifeThere is so much to do and learn. Your work can consume you. One’spersonal life often suffers in the first year of teaching. Exercise isforgotten and there is no time to meet new friends, let alone join themfor activities outside of school. You say you are too tired at the end ofthe day, yet it is exercise and social interaction that maintain energylevels. Try to be diligent about scheduling in your social activities andexercise, and not leaving them to chance, because it won’t happen.Make a commitment and then stick with it. Set boundaries. No oneexpects you to be on call 24 hours a day.

Perfectionism and SurvivingRecognize right from the onset that to always have the perfect lessonand the perfect class, where all students are working up to theirpotential all the time, is impossible. In fact, there may well be studentsin your classroom with so many personal and/or home problems thatno matter how your lessons are planned, or what you do, they will notbe motivated. Do not take this personally. It does not mean you are nota good teacher. Look for the help of more experienced teachers whenyou need support and ideas. All teachers need help at some time orother – don’t be afraid to ask.

Keep your worries in perspective. Try to focus on the positives insteadof constantly replaying troubling aspects of the day or obsessing onwhat you could have done or said differently. Learn from these incidents,reflect and then move on.

This Concept of Balance Applies to Various Aspects ...

• Know how and when to say NO.

• Make a clear division betweenschool and home life.

• Accept that you’re human – youwill make mistakes. Learn fromthem and then put them behindyou.

• Pace yourself. Know when togive yourself a break.

Cowley (2003), p. 6

Tips forLong-Term Survival



You cannot be perfect all the time. Remember that you are doing twojobs right now – teaching and learning to teach. Surviving your first yearmeans that you have to let go of thinking you have to be able to do itall, all the time. Think instead of the proverb, “Make haste slowly.”

Annette Breaux (2011) writes about a simple concept with specialrewards. She suggests creating an “I am special” folder to keep notesfrom students, thank-you cards, letters of appreciation, etc., all together.On those difficult days when you are questioning yourself, take out thefolder to reaffirm that you are indeed making a positive difference inthe lives of others.

Saying “YES” and Saying “NO”It is all right to say no to too many requests and extracurricularopportunities. Beginning teachers often think they have to do everythingthat is asked of them (and do it well). There are just so many hours ina day and you have only so much time and energy. If it is too much foryou, then say so. It does not help anyone for you to be so stretchedthat you cannot do anything well or you are not getting the sleep youneed. You need to set priorities and stick with them. Time is your mostprecious resource right now. Spend it wisely.

“”

In the words of a first-year teacher:

I try to manage my stress by doing what I need to do for school, but always

leaving time to do something outside of teaching in the evening. It is

important that I try to maintain a balance that allows me to be a teacher, but

also who I am as an individual outside of the classroom.

Thompson (2013), p. 32



“ ”

Considering StressSometimes life does get out of balance and you may end up feelingstressed. Beginning teachers may very well respond in a stressfulmanner to any of a variety of situations, including classroommanagement, time pressures, unrealistic expectations, evaluation by adirector or principal, feelings of isolation, communication with parents,etc. You are not alone. Take some comfort from knowing other beginningteachers have had these issues as well.

If you find that you are struggling to create or sustain a balance betweenyour concerns and your ability to manage them, you are encouraged tocontact the Federation and ask for the individual on “intake.” Theindividual on intake can provide guidance as to available supports.

No one told me that other beginners had these problems. I wasplanning to quit because I thought I was a bad teacher.

Brock and Grady (1997), p. 13

Did YouKnow?

PortaplanPortaplan is a voluntary life insurance plan. The premiumsthat you would pay under this plan vary with age, gender andsmoking status. If you are interested in the extra coveragethat Portaplan will provide, contact the Federation office fora brochure. For more information, visit the Federationwebsite, www.stf.sk.ca.



Recognizing StressPeople show moderate levels of stress in a variety of ways. Some signsof stress can include:

• Crankiness or irritability.

• Excessive fatigue.

• Sadness and crying.

• Changes in eating habits, often eating “on the fly” or not eating.

• Difficulty falling asleep or staying asleep.

• Feeling that you are being driven.

• Experiencing physical symptoms such as headaches or indigestion.

• Increases in smoking, drinking or other drug use.

Other signs can be seen in interactions with others such as:

• Withdrawal from friends, family and colleagues.

• Angry interactions with others.

• Touchiness and heightened sensitivity.

Mandel’s The New Teacher Toolbox (2003) concludes, in the chapterentitled How to Maintain Your Sanity, that one of the most importantthings you can do as a new teacher is to learn to control stress. Thiscan be accomplished by:

• Thoroughly preparing your lesson and ensuring you know the material.

• Seeking advice from both experienced and other new teachers inorder to eliminate feelings of isolation.

• Making a list of things to do on a weekly basis.

• Enjoying recreational activities with colleagues and with family.

• Maintaining a divide between home and work.

• Accepting that it is OK to make mistakes.

“ ”Stress is the trash of modern life – we all generate it but if youdon't dispose of it properly, it will pile up and overtake your life.

Terri Guillemets



RelaxThe main combatant against stress is relaxation. There are several ways to make sure you get the relaxationyou need. Stress-reduction techniques and an exercise regimen such as yoga, meditation and tai chi are allgreat methods to introduce some relaxation that your body craves. These activities can literally take yourmind and body away from the demands of your everyday life without you physically travelling somewhere faraway. No matter how draining your day is, dedicating a certain amount of time per day to focus on relaxationand not caring about what is happening around us is very beneficial.

Surround Yourself With FriendsA top stress buster is laughter. No sane person can genuinely laugh by themselves for any apparent reason.Therefore, if you want your stress levels to go down, go out and laugh with friends. Surrounding yourself withfriends who care about you is one great way to keep stress away.

Spending time alone may at times be good, but being cooped up on your own most of the time can bedetrimental to your mental and heart health. At the very least, being alone all the time will make it harder foryou to keep negative thoughts at bay and stress will drown you.

Understand You Are a Work in Progress One thing that none of us can be is perfect, no matter how hard we try. Striving for something that cannothappen immediately can be stressful. The more you strive to be perfect, the more you will become frus trated.This unhealthy behaviour can drain you of energy.

Did YouKnow?

During his career, Babe Ruth hit 714 homeruns. He alsostruck out 1330 times.



Resourceswww.apa.org/ed/schools/cpse/activities/teacher-stress.aspx

The first few years in the classroom can be the most difficult for a new teacher whomay feel overwhelmed by the complexity and responsibilities of his or her new role.This module, developed by the American Psychological Association, is primarily aimedat pre-service teachers and new educators. It examines definitions and causes ofteacher-related stress and provides strategies for recognizing, preventing and copingwith stressful situations, events and triggers as they occur.

Mandel, Scott. (2003). The new teacher toolbox: Proven tips and strategies for a great firstyear. Chicago, IL: Zephyr Press.Easy to read and practical, the topics cover how to arrange a classroom, a beginner’sguide to figuring grades, parent-teacher conferences, modifications for students withspecial needs and how to maintain one’s sanity. The format follows a beginning teacherthrough her first year of teaching.

Natural News offers suggestions as to how to keep stress at bay. www.naturalnews.com.

Classroom ManagementHow Do I Create Community?

T oday’s effective teachers embrace the social nature of the classroom by understanding it

as a community of learners, with all its resulting benefits and responsibilities.

Classroom Management: How Do I Create Community? | 131


“”

Life in a classroom is a social experience. Day afterday, students and teachers work together in adynamic and vital school society. Seeing theclassroom as a commun ity encourages the studentsto play a more active role, publicly sharing ideas andtaking risks in a caring, collaborative climate.

This collaborative quality brings with it a set ofcharacteristics that teachers can use as a frameworkfor planning classroom instruction, curriculum andmanagement. This section encourages you, as abeginning teacher, to think of how you want to createa community of learners for you and your students.And remember, as an educator you will always be a“student of teaching.”

Frame your classroom management plan around a courteous, caring,respect-filled vision. Students who perceive you care about them willperform better academically, are less likely to have behaviour problems,and are more likely to be motivated. Take that vision, and fashion it intoguidelines.

Martin & Brenny (2005)

When learning takes place in a community you willsee some of these characteristics:

• The focus is on lifelong learning rather than jobpreparation.

• The focus is on constructing meaning by relatinglearning to personal, relevant and authenticexperiences.

• The focus is on respect, support and collaboration.

• The focus is on the student. The teacher facilitatesbut does not dominate the learning. Teachinginvolves being “the guide on the side” rather thanalways being “the sage on the stage.”

132 | Classroom Management: How Do I Create Community?


Effective Listening

Looks Like

Students are positioned so that they are close to one another.

Students are making eye contact with the speaker.

Students are making non-verbal gesturesthat support listening (e.g., nodding, smiling).

Sounds Like

Students are completely exhausting theiridea before another student speaks.

“So, what you mean by that is ... ”

“I understand what you are saying.”“I wonder what you think of …”

Students can be taught the social skills involved in living in a community. A T-chart can beused to help students understand productive behaviours and assess whether or not thesebehaviours are being demonstrated. The sample T-chart below illustrates how listeningskills might be addressed in group discussion and could be adapted in numerous ways inyour classroom.

The Saskatchewan Teachers’ Federation promotesstudent-centred classrooms that prepare students tobecome confident, creative and caring individualswhile gaining valuable experience and knowledge tofuel future endeavours.

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Be Proactive in Creating CommunityWhen you reflect on your classroom as a learning community, you will want to think aboutthe development of acceptable and productive behaviours. Many of the issues that newteachers face in school are related to relationships. When relationships are going well,difficulties that arise from time to time (and it happens in all classrooms) can usually beworked out based on the “deposits” that we have put into building these relationships. Ifrelationships have not been positively established, then these deposits have not yet builtup and it is more difficult to work through issues that arise. There are numerous thingsthat you can do to build positive and productive relationships.

✔ Listen to your students. Ask for their opinions.Ask for feedback.

✔ Take an interest in your students. Knowsomething about each student’s interests andtalk about those things. It doesn’t always haveto be about school either.

✔Be culturally responsive and sensitive to students’ ethnicities and backgrounds.

✔ Value individual differences.

✔Before class begins each day, stand at the door and greet students by name.Add a compliment or a positive comment. You are telling your students theyare significant in the classroom community and that you care that they are there.

✔Model the behaviour you expect from your students. Your “pleases,” “thankyous” and smiles send a positive message. What you do is as important aswhat you say.

✔Be fair. Be consistent.

✔Celebrate student accomplishments.

✔Be sensitive to your students and their reactions.

✔Remember that everything you do – facial expressions, body language, toneof voice – sends a message. Make sure it’s the message you want sent.

youcan!



“”

Building positive relationships is an important teacher skill; so isclassroom management and the two are closely related. They worktogether to create the fabric of the learning community.

Competent classroom management is one of the keys to your successas a teacher. Classroom management includes all the daily patterns andprocedures you use in the classroom in order to enhance learning. Itincludes the routines and structure you use to organize the classroom.Your role is to organize your classroom to ensure a positive learningenvironment and thereby maximize student learning opportunities.

Beginning teachers often cite classroom management as their mostserious concern. How do I manage the student who misbehaves? Howdo I maintain order in my classroom? How do I keep my studentsinvolved, listening and on task? Classroom management also includesthe consequences of students not adhering to the establishedprocedures, and the ways in which you respond to a situation causedby a student (or students). There is no one set of rules that will suit allteachers and all teaching situations, but there are certainly somestandards that can guide your practice. For a start, turn to the school’sdiscipline policy as well as the Code of Ethics and Standards of Practiceon the Federation website, www.stf.sk.ca. You can also look at some of the resource recom men dations listed later in this section of the handbook.

I have come to a frightening conclusion. I am the decisive element in theclassroom. It is my personal touch that creates the climate. It is my dailymood that makes the weather. As a teacher, I possess tremendous powerto make a student’s life joyous or unpleasant. I can be a tool of torture oran instrument of inspiration. I can humiliate or humour, hurt or heal. It ismy response that decides whether a crisis will be escalated or resolved,and a child humanized or dehumanized.

Adapted from Haim Ginott

Saskatchewan teachersengage in exemplarypractices that demonstratehigh standards of care,conduct and competence toensure the well-being andgrowth of all children andyouth.

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Good choice!

“ ”

Accept from the onset that all teachers at some timewill experience classroom management problems.However, research is clear that classroom manage -ment issues arise less frequently when students knowwhat is expected of them. Gentzler (2005) believesthat being proactive is the answer. As much aspossible, anticipate situations before they appear.Appendix H provides a listing of possible situationsand asks you to consider what you would want yourstudents to do in each case. Share your expectationswith your students and, depending on the situation,involve your students in developing these procedureswith you. Breaux and Whitaker (2006) write about howteachers waste valuable instructional time putting outfires instead of putting their energy into practicing fireprevention.

Sometimes, even if you have carefully plannedinteresting and relevant lessons, you have soundmanagement strategies in place, and your expecta -tions are clear and fair, you may still encountersituations where students fail to become engaged withschool experiences and act in disruptive and non-productive ways. It is important to realize that this mayhappen because of needs the student may have thatyou might not be able to address. It may help toremember that sometimes success with very needystudents may come in small steps. Train yourself nowto look for small successes, not radical conversions.Learn to accept those successes and continue to planfor the next success with a challenging student.

Great teachers establish clear expectations at the start of the yearand follow them consistently as the year progresses. Great teachersexpect good behaviour and that is generally what they get.

Whitaker (2011)

Positive reinforcement is a great motivator. Develop arepertoire of phrases that you might consider using inorder to recognize student effort. Consider using someof the following:

Awesome!

Brilliant idea!

Exactly!

Outstanding!

Way to go!

Great job!

Wow!

I’m impressed!

What a greatquestion!



“ ”

When you are feeling uncomfortable with classroommanagement issues, ask yourself these questionsto try to isolate or identify areas where changes maymake a difference:

• Did I communicate expectations and conse -quences ahead of time?

• Are the expectations and consequences fair andreasonable?

• Am I consistent with expectations?

• Did I construct a situation where the student wasguaranteed to succeed?

• Did I make the necessary adaptations ormodifications to the student’s program to meetlearning needs?

• Did I knowingly allow a situation to escalate beforeI intervened?

• Do I have a contingency plan for a disruptivestudent so that the flow of the lesson is not lost?

• Did I use adequate physical cues during the lessonto let the student know he or she was actinginappropriately? (Physical cues could includestanding close to the student, maintaining eyecontact, slowly shaking your head or whispering tothe student as you pass by.)

Treat people as if they were what they ought to be, and you will help thembecome what they are capable of being.

Johann Wolfgang von Goethe

You may wish to consult with the previous year’steacher(s) and, when appropriate, resource teachersabout successful strategies. In secondary schools,it might be helpful to determine what strategies workfor the student’s other teachers. Parents need toknow that there are issues as well. Request ameeting with parents to discuss your concerns.

Sometimes new teachers need support seeing whatthey’re missing. You may want to ask your mentor orcolleague to help you identify a problem through datacollection. Another teacher objectively collecting dataabout behaviour may help you better understand asituation and ways to resolve it. It may be useful toshare such observational data with students andtheir parents.

Remember when the problem is resolved, it is over.Children are usually forgiving; you need to strive tobe forgiving too.



What Effective Classroom Management Looks and Sounds Like

What Effective Classroom MangementLooks and Sounds Like

The classroom looks organized. There is a place foreverything.

Lessons are filled with enthusiasm and excitement onthe part of the teacher and, consequently, among thestudents.

The students do most of the talking and doing,prompted by the teacher’s questioning and guidance.

Routines and procedures are evident. Students knowexactly what is expected of them.

There are few teacher warnings for misbehaviour. If arule is broken there is a consistent consequence.

There are almost no interruptions of the lesson for thepurpose of re-establishing control.

The teacher is proactive.

Lesson plans are well written. Any teacher could pickup the plan and know what to do.

The objective of the lesson is clearly established forthe students. They understand what they are learningand why they are learning it.

There is constant teacher movement around the room.

The teacher never openly shows frustration. Problems are handled calmly. The teacher appears incontrol.

The lessons are varied.

There is constant positive reinforcement.

The teacher often smiles.

What Ineffective Classroom Management Looks and Sounds Like

There is random stuff everywhere.

Lessons lack enthusiasm and excitement on the part ofthe teacher and, consequently, among the students.

The teacher does most of the talking and the studentsdo little listening.

There is little, if any, evidence of structured routines andprocedures.

There is a lot of warning regarding student misbehaviour.

There are numerous interruptions of the lesson for theteacher to try to re-establish control.

The teacher is reactive.

Lesson plans are vague and often confusing.

Learning objectives are vague.

There is little teacher movement around the room. Theteacher is generally at the front of the room.

The teacher shows frustration. The consequences for anygiven infraction lack consistency. The consequence isusually proportionate to the teacher’s anxiety level.

The lessons are “one-size-fits-all.”

There is little positive reinforcement.

The teacher rarely smiles.



ResourcesBreaux, A. (2011). 101 “answers” for new teachers and their mentors (2nd ed.). Larchmont,

NY: Eye on Education.This resource provides suggestions as to how to handle difficulties new (and not-so-new) teachers may experience.

Breaux, A., & Whitaker, T. (2013). 50 ways to improve student behaviour: Simple solutionsto complex challenges. New York, NY: Routledge.Practical techniques are presented for improving student behaviour and increasingstudent co-operation, participation and achievement. Strategies can be applied inclassrooms at all grade levels and subjects. Strategies include learning what tooverlook, nipping potential problems in the bud, establishing expectations andprocedures, and how to make students more responsible for themselves.

Cushman, K. (2003). Fires in the bathroom: Advice for teachers from high school students.New York, NY: New Press.Cushman understands how important it is for a teacher to see the world from students’eyes, which is exactly what this resource captures. The book explores a variety ofsecondary school issues, including student engagement, classroom behaviour andcreating a culture of success. She has also written for the middle years in the 2005book, Fires in the Middle School Bathroom: Advice for Teachers from Middle Schoolers(2008).

Whitaker, T. (2011). What great teachers do differently: 17 things that matter most (2nded.). Larchmont, NY: Eye on Education.Whitaker writes, when a student misbehaves, great teachers have one goal: to keepthat behaviour from happening again. Various sections in this resource deal withclassroom management, particularly Chapter 5, “Prevention Versus Revenge.”

Wormeli, R. (2012). Good feedback=active learning. Retrieved from http://www.middleweb.com/1600/ricks-fundamentals-part-2.Wormeli’s website has numerous articles that would be beneficial for beginningteachers. In this article he provides examples of specific feedback for active studentlearning.

Planning forProgress ReportingHow to Communicate Student LearningP rogress reports serve two major purposes: they give a student and the home feedback on

student learning that has taken place and provide direction for future learning. They are

sometimes the only communication the home has with a teacher; certainly they are a major

source of information.

Planning for Progress Reporting: How to Communicate Student Learning | 141


There needs to be more on a progress report than simply a mark or a grade. The commentsthat you write or choose for each student are important in that they provide moreinformation than any number or letter can. Always attempt to view the comments throughthe eyes of the parents, guardians or caregivers. What do they see as they read thecomments? Are the comments understandable? Are the comments free of teacher jargon?Are they compatible with the grade received? Comments should be respectful, meaningfuland accurate. The comments should address a student’s areas of strength, areas wherethere could be improvement and any ways that learning could be supported.

Also, remember a report card is a significant document. As such, it should lookprofessional. Make sure all aspects of spelling, usage and punctuation are totally correct.

ConferencesConferences are an opportunity to connect and build relationships. A face-to-face meetingwill allow you to share your professional observations and allow parents, guardians orcaregivers to ask questions and perhaps find ways to support you as you work with theirchild. The downside is that these conferences are demanding. They require you to beorganized, tactful and articulate for a number of hours. Remember that there will also befollowup after the conference, which is an essential aspect as well.

Different schools may approach conferences differently even within the same schooldivision. Talk to your principal and to other teachers in the building to ensure you are awareof specific aspects of the conferences, such as the format used.

There are a number of things you can do before, during and after the conference tomaximize the session’s productivity.

142 | Planning for Progress Reporting: How to Communicate Student Learning


• Give the home plenty of notice about the upcomingconferences.

• Consider what questions will likely be asked andbe prepared to discuss these areas with somedegree of specificity. For example, there will be theneed to know what students will be learning andhow they will be evaluated. There will be the needto know how the home can complement what ishappening in the classroom. Adults at home willwant to know how any special needs and intereststheir child may have are being accommodated inthe classroom. In addition to the academicaspects, they may want to know how their child isdoing socially and behaviourally.

• Know how to interpret any standardized testscores that are reported to the home. Ask for helpfrom the resource teacher if you are unclear howto interpret the results.

• Remember confidentiality. You may only shareinformation with a child’s parents, guardians orcaregivers. Arrange the material you will share soonly that child’s mark, work or records areshowing. Wherever the conferences take place,ensure that the conversation is between you andthe family you are speaking to at the time.

• Prepare an inviting environment. You may not haveconsidered it, but some of the parents, guardiansor caregivers are going to be intimidated by you. Tryto put yourself in their position. It may be an act ofcourage for some individuals to come into a schoolat all. If they have a child who struggles, they mayonly have had negative experiences at interviews.Do everything you can to make the space assignedfor the interview welcoming. For example, replacechild-sized desks, which would be uncomfortable,with a regular-sized table and chairs.

• Be good to yourself. Try to find some time betweenthe end of class and the beginning of scheduledinterviews to take a break.

• Consider those who will be waiting (and newteachers do seem to attract a curious crowd).Have an adequate number of chairs. You may wantto have the latest class newsletter available forpeople as they wait for their scheduled time, orpossibly copies of the student handbook or abulletin board of student art.

• Greet your guests with a smile and a warmhandshake. Remember you are the host in thissituation.

Preparing for the Conference



During the Conference• Always begin a conference by saying something positive about the child. This simple

practice promotes goodwill and makes it apparent that you care for the child. Parents,guardians or caregivers want to hear positive comments about their child. Beginning aconference like this puts everyone at ease.

• Make sure you really listen to the parent, guardian or caregiver. Listening is important.Don’t feel you need to do all the talking.

• Think about what you are going to ask, as well as what you are going to say. Ask whatthey can tell you about their child. Ask for their impressions about how they believethings are going. Make sure you ask if they have any questions.

• Highlight areas where improvement can be made and discuss concrete action plans forthat improvement. Involve the home in developing a plan.

• Treat parents, guardians or caregivers as allies.

• Make sure they know you see them as valuable resources.

• Be objective. Do not say anything you cannot defend. Use facts and specific examples.

• Keep the discussion focused. This is particularly important if you have a large numberof people to see. Keeping people waiting for a long time suggests a lack ofprofessionalism. (Also, you don’t want to still be there when the principal turns off thelights and everyone else has gone home.)

• Be empathetic. Be sensitive. Be diplomatic.

Aster the Conference• Summarize the main points made, especially any followup plans.

Were there time frames involved that should be restated? Were youto send any materials home? Are there additional meetings or callsthat need to be scheduled? Always record any actions or followup youagreed to and then followup as soon as possible.

• Thank everyone for being there. Make sure they know how much theirinterest and support is appreciated.



More and more school divisions are encouragingincreased student involvement in the progressconferences by having the student make apresentation at the interview. This is a format withwhich you may not be familiar, but which has distinctadvantages over the traditional parent-teacherinterview. It encourages students to talk about theirschool experiences, celebrate their successes andtake responsibility for their own learning. It places thefocus on the student, where the focus and ownershipshould be. It also prevents miscommunication overwhat is said at the conference and during thesubsequent discussion that occurs at home.

You can maximize the effectiveness of the student-led (or three-way) conference by actively preparingyour students. This can be done in a number of ways.Consider if some of the following are appropriate toyour teaching situation:

• Students can write invitations to those at home.

• Students work through a self-evaluation of theirprogress (see Appendices I and J for examples oftemplates you could use or adapt).

• Students practice the conference in class. Theteacher models a conference and then pairs ofstudents rehearse.

• Students confer with you prior to the conference.Discuss what the student will share at theconference as an example of work he or she wantsothers to see. Perhaps a student can create aportfolio of work completed.

• Consider who might be the audience in a student-led conference if a parent or guardian is unable toattend. Suggest a grandparent, an aunt, an oldersibling, the principal, etc.

Make sure the home is aware of the format sopeople are not expecting the usual teacher-drivenconference. You may want to send additionalinformation home, such as Making the Most of YourThree-Way Conference (Appendix K).

The following agenda could form the outline for athree-way conference:

1. The student and teacher highlight strengthsnoted in the student self-evaluation. The studentshares work that he/she has done during theterm. Parents, guardians or caregivers are invitedto share information about strengths at home orin other activities.

2. The student and teacher highlight areas forimprovement noted in the student self-evaluation. Parents, guardians or caregivers areinvited to share their perspectives, ask forclarification, etc.

3. All participants contribute to a discussion aboutlearning goals, how to reach those goals andways in which both home and school can supportthe student.

Student-Led Conferences



There may be cases when there is confrontationdespite everything that you have done. Do not engagein a power struggle. Whatever the reason for thehostility, listening and responding in a professionalmanner may help to diffuse negative energy. Yourposition must always be to find a way to do what isright for the child. If academic performance ormisbehaviour is the problem, then you search, withthe parent, for a way to correct it. Defensiveness isnot helpful. The issue must constantly be the child’swelfare and you must repeatedly bring the discussionback to that.

One teacher, as reported in Breaux and Whitaker(2006), suggests that “you let the other person saywhat he/she has to say and then reply with, ‘I cantell that you’re really upset, which tells me you’reconcerned. And I just want you to know that even ifyou and I don’t agree today, I respect you for caringso much and feeling so passionate about your child’seducation.’ It’s amazing to see how well this worksin changing attitude and how we can actually talk toeach other regarding the child.”

What About if People Are Angry?

Saskatchewan teachers are committed to model positive values,practices and relationships that honour the dignity and roles of allindividuals in the educational community and elevate the status ofthe teaching profession. Teachers strengthen relationships withparents in order to support student success.

CONNECTINGto the

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Suggested actions to take when dealing with a confrontational parent/guardian or caregiver:

• Listen to the other person with respect and total attention, as sometimes all a personwants is to be heard.

• Paraphrase the concern and move on. For example, say “You’re angry and want to getthis issue settled. So, let’s talk about how we can solve this.”

• Agree with what you can and what is credible. Say something similar to, “I agree this isa problem for you and for your child and it needs to be resolved.”

• Extricate yourself from the situation if the situation continues to deteriorate. If the otherperson will not disengage, stand up and say respectfully, “I know there is a solution tothis, but I don’t think we are going to be able to resolve it ourselves, so I am going toget my principal to come and assist us with this.” Then leave the room and get anadministrator.

You are not to tolerate any abuse. Period. Report any such incidents to your administration,being accurate and specific. Record the actual words that were used. Keep a copy for yourfiles as well. Then, for your own peace of mind, focus on all the good and supportive peopleyou have met and stop obsessing on the one unpleasant experience. You are aprofessional and you know that you behaved in a professional manner.



ResourcesMandel, S. (2003). The new teacher toolbox: Proven tips and strategies

for a great first year. Chicago, IL: Zephyr Press.Easy to read and practical, the topics cover how to arrange aclassroom, a beginner’s guide to figuring grades, parent-teacherconferences, modifications for students with special needs and howto maintain one’s sanity. The format follows Aliya through her firstyear of teaching.

Fiere, D., & Whitaker, T. (2013). Dealing with difficult parents: And withparents in difficult situations. Larchmont, NY: Eye on Education.This book helps teachers develop a repertoire of strategies foreffective interaction with parents. It provides specific phrases to usewith parents to help you avoid using "trigger" words whichinadvertently may make matters worse.

Reflecting on PracticeHow Do I Improve My Instruction?

Effective teachers reflect on their teaching in order to grow in their practice. The process of

examination and judgment prompts the reflective teacher to ask the question “why” in

addition to “how.”

Reflecting on Practice: How Do I Improve My Instruction? | 151


In your first years of teaching, you will hear people talking about the teacher as a reflective practitioner andencouraging you to become such a teacher. A reflective practitioner is one who honours the practicalknowledge that is accumulated from day to day, considers how this knowledge influences student learningand then adjusts practice based on that thinking. A reflective practitioner is one whose routines includeconsciously taking the time to look back upon what was, in order to modify what will be.

You will be aware soon after you start in your classroom that teaching is time-consuming. Even experiencedteachers can become overwhelmed by the daily demands and find themselves working at an almost automaticlevel just to handle the tasks required. However, these routines can become a rut if routine tasks are neverconsciously evaluated or improved upon. The antidote to unexamined practice is the type of self-consciousreflection that moves teaching from a trade to a profession.

Most of you were introduced to the concept of reflection in your education classes at university, which requiredreflection as a regular part of course requirements. You now have a real classroom and real experiences toreflect upon.

Reflection can be a valuable part of your ongoing work with your principal, mentor or other trusted colleagues.Sharing your reflections allows you to use feedback as a means for modifying behaviours and practices. Ithelps you become more aware of your teaching strengths and the areas you need to develop. Talking overyour reflections requires that you articulate the rationale behind classroom decisions.

Research tells us that in order for growth as a teacher to take place,experience is not enough. It is the reflection on that experience whichproduces professional growth and development.

152 | Reflecting on Practice: How Do I Improve My Instruction?


“”

Decide what format your reflections might take. Some people findmaintaining a journal a valuable method. Journals are a place for youto celebrate successes, pose questions, consider possibilities andmake sense of your experiences. You might want to develop templatesto organize your reflection. This will keep your reflections brief enoughto be manageable but still useful. (See the following examples forpotential formats to adapt to your needs.) You may wish to considervideotaping to support reflection. You could tape a number of classesthroughout the year and look for patterns of strengths, as well as areasfor growth and improvement.

Whatever format for reflection you employ there are two central aspectsto keep in mind:

1. Reflect on a continuous basis. Reflection based on memory is notnearly as effective as reflection based on the present situation. Youmay think that you will remember how you want to modify a lessonfor next term, but the reality is that you likely won’t unless you takea few minutes now to record your thinking.

2. Understand why you are reflecting. It is done in order to evolve intoa thoughtful practitioner. Reflection is not to be done as a hoop tojump through or as another thing to check off of your “to do” list atthe end of the week.

Think about what went well and what you would do differently next time. You need toremember that we all have "failed" lessons from time to time. Instead of looking at it as afailure, think about it as a lesson and learn from it. As teachers, your education and learning isongoing. There is always more to learn and know about in order to strengthen your teachingskills. Keep reflecting on your work and educating yourself on what you find are your"weaknesses" as we all have them! The most important part is recognizing them and beingable to work on them to improve your teaching skills.

Lam, C. (2014)



Examine the difference between reflective andnon-reflective teachers by considering thisscenario:

A student in your class always shouts out answersto questions without waiting to be called upon. Inorder to be heard, other students are nowreverting to the same behaviours.

A non-reflective teacher might solve this problemby simply writing the name of the student on theboard, giving a detention at noon or after school,or by yelling at the offender. For a non-reflectiveteacher, such calling out is viewed as a simple ruleviolation. A reflective teacher determines that theproblem is more complex and the majorconsideration has to be the instructional results ofthe calling-out behaviour. Students who areimpulsively shouting out answers are not taking thetime to develop thoughtful responses. They may begiving the answers they think the teacher wants tohear in order to move the lesson along, oranswering to get the teacher’s attention.

Saskatchewan teachers are committed to engage in exemplarypractices including adapting and evolving through reflection.

A reflective teacher wants students to becomegood thinkers and problem solvers. Such a teacherwould help students slow down their responses byencouraging them to think before they respond. Todo this, the reflective teacher would provide “waittime” so that students are given time to provide athoughtful response. The teacher might tellstudents to keep all hands down until everyonehas thought of an answer. The reflective teacherwould also want to encourage respect for allstudents by providing time for everyone to have achance to answer – not just the fastest and theloudest students.

The non-reflective teacher looks for the fast,simple solution while the reflective teacher thinksabout instructional implications. The non-reflectiveteacher is reactive; the reflective teacher isproactive, in this case modelling the instructionalbehaviour desired.

Adapted from Campoy (2005), p. 46

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Lesson Plan ReflectionSubject:

Grade:

Date:

Objectively summarize what we did in class.

On a scale of one to 10, with 10 being the highest, how engaged were students?

Were the instructional goals met? Give evidence.

Did I adapt my instructional plans as I taught the lessons? Why? Why not?

If I were to teach this lesson again, what changes would I make?

What did I learn from teaching this lesson? (About myself? My students? My instructional practices?)

Adapted from Alberta Education (2001)



Reflection Basics OneSubject:

Grade:

Date:

What I did:

Why I did it:

What I would do the next time:

Adapted from Lipton and Wellman (2003)



Reflection Basics TwoSubject:

Grade:

Date:

Here’s what? (Describe the event using specific facts and observations only.)

So what? (Analyze and interpret the event.)

Now what? (Identify next steps and ways in which you will apply your new learning.)

Adapted from Lipton and Wellman (2003)

Appendices

Appendices | 159


Appendix A

Teacher Needs AssessmentPart A

Please choose the response for each item that most clearly indicates your level of need for assistance.

Possible Responses:

A. Little or no need for assistance in this area.B. Some need for assistance in this area.C. Moderate need for assistance in this area.D. High need for assistance in this area.E. Very high need for assistance in this area.

PART B

Please respond to the following:

List any professional needs you have that are not addressed in the preceding list.

Adapted from the Alberta Teachers’ Association, Mentoring Beginning Teachers (2001) pp. 41-42

1. Communicating with parents.

2. Organizing and managing my classroom.

3. Maintaining student discipline.

4. Obtaining instructional resources andmaterials.

5. Planning for instruction.

6. Managing my time and work.

7. Diagnosing student needs.

8. Evaluating student progress.

9. Motivating students.

10. Assisting students with special needs.

11. Understanding the curriculum.

12. Using a variety of instructional and assessment methods.

13. Facilitating group discussion.

14. Understanding the division’s teachergrowth process.

15. Understanding my legal rights and responsibilities as a teacher.

16. Dealing with stress.

17. Dealing with contractual issues.

18. Developing long-range instructionalplans.

19. Understanding the culture of the school.

160 | Appendices


Appendix B

Sample Letter of IntroductionSchool Opening News From Grade 2

I am delighted to welcome your child into my Grade 2 classroom and am looking forward to an exciting schoolyear with the 13 boys and 12 girls who have registered. Five of these students are new to our communityand we will all do our best to make these children feel particularly welcome.

I believe strongly in the importance of communication between home and school, recognizing we have acommon purpose in providing the best possible education for your child. I invite you to take a few momentsand write a letter introducing your child to me. What are his or her interests? Dislikes? Strengths? What areyour hopes and concerns as we approach the school year? Tell me what you think I need to know about yourchild. Help me to see your child through your eyes.

In turn, let me introduce myself to you. I completed my internship at East Heights last year and was offereda position here at River Valley Elementary last spring. I was thrilled to accept as I have heard wonderfulthings about this community. I have a bachelor of arts in music and mathematics from the University ofSaskatchewan. I received my bachelor of education from the University of Regina. I am married to a grainfarmer and have one daughter. She is going into kindergarten this fall.

I look forward to meeting you on our Curriculum Night (September 12 at 7:30 p.m.). At this time I plan toprovide information about our schedule, future units of study, classroom expectations and opportunities forparent volunteers.

Feel free to contact me at the school, 306-555-5555. I am almost always at school by 8:15 a.m. You couldalso email me at [email protected].

Sincerely, Amy Teacher

Appendices | 161


Appendix C

Student Profile QuestionnaireDear Parent, Guardian or Caregiver:

The purpose of this questionnaire is to get to know as much as I can from you about your child. I wouldappreciate your perceptions. This information is confidential for school use only. Your input is valued and willenable me to establish a foundation for our learning process.

1. Student’s full name

2. Brother(s) name(s) Age(s)

3. Sister(s) name(s) Age(s)

4. Friends

5. Hobbies/interests/talents:

6. Responsibilities at home:

7. Expectations for:

School work/homework

Behaviour

8. Home discipline:

Rewards

Consequences

9. Language(s) at home

10. Health concerns

11. Other

Thank you,Amy Teacher

162 | Appendices


Appendix D

Substitute InformationThank you for taking over my class. I have provided information which should be helpful. There is also aschool map attached.

Please join the staff for coffee in the staff room at break ( to ) and over the lunch hour ( to ).

Location of staff room

Location of staff washrooms

Staff names:

Principal

Vice- or Assistant Principal(s)

Educational Assistants

Secretary(ies)

Caretaker(s)

Teacher-Librarian

Library Technician

Resource Room Teacher

Teacher next door

Appendices | 163


School policies that you need to know:

Where to find:

• Lesson plans

• Class lists

• Seating plans

• Equipment (audiovisual, computers, texts)

Attendance procedures:

Students with special needs and/or timetables:

Students with allergies and/or other medical needs:

Class schedule:

Bathroom, hall or phone pass procedures during class time:

Dismissal procedures:

164 | Appendices


Bus students (Y/N):

Class rules or routines:

Management routines:

Discipline routines:

Emergency procedures:

Photocopier location and procedures:

Other relevant information:

Before you leave please ... :

Appendices | 165


Appendix E

Tips for Starting OutBelow is a list of some things to consider during your preparation for the school year. Identify your ideasbeside each item that applies to your particular teaching situation.

What I Need to Consider What I Plan to Do

Classroom Procedures

• Introducing myself

• Introducing the course contents

• Introducing course requirements, including materials, supplies, books, etc.

• Classroom management

• Discipline procedures

• Evaluation procedures

• Student questions

• Student feedback

• Leaving the room

• Waiting for dismissal

166 | Appendices



Classroom Policies

• Desk or table placement, including the placement of your desk

• Seating arrangements

• Borrowing materials

• Students who are late or absent

• Missing or late assignments

• Discipline infractions

• Cellular phones

• Laptops

Appendices | 167


Adapted from A New Teacher’s Guide to Best Practices (2005)


Curriculum Considerations

• Outcomes and indicators

• Instructional themes or frameworks

• Instructional strategies or activities

• Assessment and evaluation

Learning Resources

• Sources of materials

• Organization of materials

• Storage of materials, student work, portfolios, files, etc.

• Procedures for accessing resources

Supplies

• Student supplies

• Teacher supplies

• Budget

Labs

• Reserving labs

• Reserving media equipment

168 | Appendices


Appendix F

Glossary of AcronymsSometimes it may seem like staff members in your school are speaking a totally foreign language. Therecertainly is educational jargon and there are numerous acronyms to make it even more difficult to catch whatis being said.

The following is a list of common acronyms you may hear. No doubt you will add to this list.

ADD: Attention Deficit Disorder

ADHD: Attention Deficit Hyperactivity Disorder

EA: Educational Assistant (also referred to as TA or Teacher Associate)

EAP: Employee Assistance Plan

EAL: English as an Additional Language

ELA: English Language Arts

ESD: English as a Second Dialect

FAE: Fetal Alcohol Effect

FAS: Fetal Alcohol Syndrome

IIP: Inclusion and Intervention Plan

IPP: Individualized Personal Program

L2: Refers to a second language

LAT: Learning Assistance Teacher

LD: Learning Disabilities or Learning Disabled

LINC: Local Implementation and Negotiation Committee

LIP: Learning Improvement Plan

PLC: Personal Learning Community

PPP: Personal Program Plan (ePPP is electronic Personal Program Plan)

ROA: Record of Adaptations

TL: Teacher-Librarian

UbD: Understanding by Design

Appendices | 169


Appendix G

Physical Layout of Your ClassroomStudent desks have traditionally been arranged in straight rows across the classroom. However, thisarrangement does not maximize teacher-student interaction, nor does it make the best use of available space.

Scott Mandel in The New Teacher Toolbox: Proven Tips and Strategies for a Great First Year (2003) suggestsarranging chairs and tables (or desks if that is the only option) into a U shape (with an occasional secondrow on the inside if class size and room demand).

Single row – good for classes of 15 to 24 students:

Double row – good for classes of 25 to 32 students:

170 | Appendices


In these arrangements you not only teach at the front of the class, butalso in the large middle sections, and every student is in the first orsecond row. You can move around the room while talking, thereforeproviding continual personal contact with each student. The space isalso adaptable, with students easily moving desks or tables around toallow for smaller instructional groupings.

Locate your desk outside the main teaching area. Effective teachers donot teach from behind their desks. Consider moving your desk to theback of the classroom to create an area where students can conferenceone-on-one with you in a more private area.

Desk arrangement is only one consideration when preparing yourclassroom. Also consider:

• Matching the room layout to the age of the children and thecurriculum activities they will be undertaking.

• Organizing to accommodate children with special needs, abilities orother special groupings.

• Creating good traffic flow.

• Maintaining health and safety standards (e.g., not blocking fire exits).

• Providing a clutter-free, aesthetically pleasing atmosphere (e.g.,plants, posters, reading area, classroom library, etc.).

Appendices | 171


Appendix H

Classroom ManagementWhat Students Should Do When They …

Enter your classroom

Prepare for the class (e.g., open books, gather materials, instruments, pencils, etc.)

Complete work early

Have a question

Want to get your attention

Work in pairs or groups

Turn in assignments

Take tests and exams

Need to make up assignments

Miss a class

Miss a test

Prepare and clean up from labs

Leave the room

Respond to a classroom guest

Arrive late

Adapted from A New Teacher’s Guide to Best Practice (2005)

172 | Appendices


Appendix I

Student Self-EvaluationName: Date:

I am proud of …

I want to get better at …

My goal for next term is …

Things to show at the conference are:

Adapted from Together is Better: Collaborative Assessment, Evaluation & Reporting, Davis (1992)

Appendices | 173


Appendix J

Student Self-Evaluation

A personalaccomplishment ordiscovery this term:

My teacher canhelp me by:

My strengths as a student:

What I need to workon this term:

I can help myself by: My parents can help by:

Student’s Name: Student’s Signature:

174 | Appendices


Appendix K

Making the Most of Your Three-Way ConferenceThe three-way conference is very important. It establishes a valuable relationship, which helps ensure thebest possible education for every child. Progress reports, classroom newsletters and notes are important;however, nothing is better than getting together face-to-face to discuss a child’s progress and needs. Activelyinvolving the student makes it better yet as that involvement celebrates accomplishment and builds ownershipfor setting future goals. Your conference is [place details of time and location here].

The conference is an opportunity:• For you to see your child’s work. To celebrate your child’s strengths.

• To hear your child identify areas which need attention.

• To discuss with your child and his or her teacher action that can be taken to improve learning. For you toask questions.

• For you to share information so your child’s teacher will better understand your son or daughter.

You can prepare for the three-way conference by:• Sitting down and talking to your child. Discuss what he or she likes or dislikes about school.

• Reviewing any work your child has brought home from school.

• Making a list of questions you may have.

Don’t hesitate to ask questions. Some questions may be:• Is my child working to the best of his or her ability?

• What books is he or she currently reading?

• Does he or she get along with classmates?

• Does he or she participate in class activities?

• Are there any discipline concerns?

• Is he or she ever late?

• Have there been any changes in behaviour?

Towards the end of the conference, the teacher will:• Review and discuss action plans which may help your child do better.

When you get home:• Talk the action plan over with your child.

• Start right away on any action you have decided to take.

• Be positive! The better children feel about themselves, the better they do in school.

Appendices | 175


The Saskatchewan Teachers’ Federation supports 28 professional growth networks. This affiliation providesmembers with publications, networking and other professional growth opportunities.

Professional growth networks have been established in a variety of subject fields, service areas andinterdisciplinary groups. The general purpose of professional growth networks is to support professionalgrowth and lifelong learning of their members.

The success of each professional growth network is measured by teacher interest in becoming membersand taking an active role in the work of the networks. Membership is not limited to teachers, but includesany person with a professional interest in the activities of the networks.

Several professional growth networks offer beginning teachers a free one-year membership. Complete thevoucher below to receive a membership to the professional growth network of your choice.

Forward completed voucher to:

Professional Growth NetworksSaskatchewan Teachers’ Federation2317 Arlington AvenueSaskatoon SK S7J 2H8

Further information on professional growth networks can be found on the Federation’s website, www.stf.sk.ca,or contact the Federation, 306-373-1660 or 1-800-667-7762.

Appendix L

Professional Growth Networks Free Membership Offer for Beginning Teachers

Voucher

This voucher entitles you to a one-year free membership in a professional growth network of your choice.

Teacher:

Teacher’s Certificate Number (required to confirm STF membership status):

Home Mailing Address:

Home Phone: Email:

I would like a free membership to the following professional growth network:

Signature: Date:

176 | Appendices


ReferencesAlberta Teachers’ Association. (2001). Mentoring Beginning Teachers. Edmonton, AB.

Bambrick-Santoyo, P. (2014). Giving and getting feedback in real time. Phi Delta Kappan, 95(4), 72-73.

Bartell, C. (2005). Cultivating high-quality teaching through induction and mentoring. Thousand Oaks, CA:Corwin Press.

Bilash, O. (n.d.). The value of observation. Retrieved from http://www.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/observation.html

Blank, M. A., & Kershaw, C. (2009). Mentoring as collaboration: Lessons from the field for classrooms, school,and district leaders. Thousand Oaks, CA: Corwin Press.

Breaux, A. (2011). 101 “answers” for new teachers and their mentors: Effective teaching tips for daily classroomuse (2nd ed.). Larchmont, NY: Eye on Education.

Breaux, A., & Whitaker, T. (2006). Seven simple secrets: What the best teachers know and do! Larchmont, NY:Eye on Education.

Brock, B., & Grady, M. (1997). From first-year to first-rate: Principals guiding beginning teachers. ThousandOaks, CA: Corwin Press.

Campoy, R. (2005). Case study analysis in the classroom: Becoming a reflective teacher. Thousand Oaks, CA:Sage Publications.

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178 | Appendices


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